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Sample records for competency-based training cbt

  1. Enhancing Technical and Vocational Education and Training (TVET) in Nigeria for Sustainable Development: Competency-Based Training (CBT) Approach

    ERIC Educational Resources Information Center

    Okoye, K. R. E.; Michael, Ofonmbuk Isaac

    2015-01-01

    This paper attempts to examine the concept of Competency-Based Training (CBT) as a veritable mode of delivery of Technical and Vocational Education and Training (TVET) and at the same time highlights some of the strengths and weaknesses of implementing competency-base training. The characteristics, principles and benefits of CBT were also x-rayed.…

  2. The Constraints of Ghanaian Polytechnics in Adopting Competency Based Training (CBT): The Case of a Pilot-Tested Programme

    ERIC Educational Resources Information Center

    Alhassan, Munkaila; Habib, Abdallah Mohammed

    2016-01-01

    Polytechnics in Ghana view Competency Based Training (CBT) as a major intervention to the perennial constraints confronting its education and training. On the basis of this, and by government policy, a pilot programme of CBT was instituted in all the 10 polytechnics of Ghana, and was pilot tested in, at least, one department. Agricultural…

  3. The Origins of Competency-Based Training

    ERIC Educational Resources Information Center

    Hodge, Steven

    2007-01-01

    This article attempts to trace the origins of competency-based training (CBT), the theory of vocational education that underpins the National Training Framework in Australia. A distinction is made between societal and theoretical origins. This paper argues that CBT has its societal origins in the United States of America during the 1950s, 60s and…

  4. Origins of Competency-Based Training

    ERIC Educational Resources Information Center

    McCowan, Richard J.

    1998-01-01

    This paper describes the theories and social factors that contributed to the development of competency-based training (CBT). These include behaviorism (Edward L. Thorndike), scientific management (Frederick Taylor), progressive education (John Dewey), and derivative theories including operant conditioning (B.F. Skinner), objectives-based…

  5. Implementation of Innovations in Higher Education: The Case of Competency-Based Training in Ghana

    ERIC Educational Resources Information Center

    Boahin, Peter; Hofman, W. H. Adriaan

    2012-01-01

    A notable trend in recent years has been the introduction of competency-based training (CBT) in vocational education and training systems in many countries. Several CBT training programmes in Ghana have been accredited and quality assured. This article explores the perception of both students and lecturers towards CBT and examines factors that…

  6. Can Competency-Based Training Fly?: An Overview of Key Issues for "Ab Initio" Pilot Training

    ERIC Educational Resources Information Center

    Franks, Peter; Hay, Stephen; Mavin, Tim

    2014-01-01

    Competency-based training (CBT) for pilots was formally introduced in 1999 by the Civil Aviation Safety Authority (CASA) for training leading to the issue of aeroplane private and commercial pilot licences. This initiative followed the Australian government's introduction of CBT policy for vocational and workplace training in the late 1980's.…

  7. Discipline, Governmentality and 25 Years of Competency-Based Training

    ERIC Educational Resources Information Center

    Hodge, Steven; Harris, Roger

    2012-01-01

    Among the many critiques of competency-based approaches to education and training (CBT) is a strain which draws on Foucault's analysis of "disciplinary" power and knowledge. Foucault offered an interpretation of modern institutions, such as prisons, armies and schools, which revealed subtle mechanisms of surveillance and systems of…

  8. Competency Based Training. How To Do It--for Trainers. A Guide for Teachers and Trainers on Approaches to Competency Based Training.

    ERIC Educational Resources Information Center

    Worsnop, Percy J.

    This booklet, which is intended for vocational educators/trainers in Australia, explains the principles and techniques of competency-based training (CBT). The following topics are discussed in the first 10 sections: the decision to adopt CBT in Australia; the meaning of competency; teaching and learning to become competent (competency standards as…

  9. Competency-Based Training in International Perspective: Comparing the Implementation Processes Towards the Achievement of Employability

    ERIC Educational Resources Information Center

    Boahin, Peter; Eggink, Jose; Hofman, Adriaan

    2014-01-01

    This article undertakes a comparison of competency-based training (CBT) systems in a number of countries with the purpose of drawing lessons to support Ghana and other countries in the process of CBT implementation. The study focuses on recognition of prior learning and involvement of industry since these features seem crucial in achieving…

  10. Competency-based training: who benefits?

    PubMed

    Brightwell, Alexandra; Grant, Janet

    2013-02-01

    Competency based training describes progression through training referenced to the demonstrated ability to perform certain tasks. In recent years, this has become the dominant curriculum model. We seek to examine who benefits from a competency based approach to medical education. For the regulators and service, the apparent advantage is in terms of apparent measurable accountability and flexibility. For assessors, the promise of competence based assessments in the workplace to provide a reliable and objective measurement of a trainee's performance has not been demonstrated in practice. For the doctor in training, there is very little evidence to show benefit from competency based training. Competency based training places emphasis on individual skills rather than overall learning experience thus risks diminishing the role of the trainee in the workplace. Any form of medical education that devalues workplace based learning will ultimately harm the profession and, in turn, patient care.

  11. An Old Chestnut Revisited: Teachers' Opinions and Attitudes toward Grading within a Competency Based Training Framework

    ERIC Educational Resources Information Center

    Richards, James

    2014-01-01

    The purpose of this study was to explore teachers' opinions with regard to the value and process of grading within a competency based training (CBT) framework, following the introduction of a formalised grading system at a specialist Technical and Further Education centre for hospitality and tourism training The data were gathered using a 16-item…

  12. Competency-Based Training, Global Skills Mobility and the Teaching of International Students in Vocational Education and Training

    ERIC Educational Resources Information Center

    Tran, Ly Thi; Nyland, Chris

    2013-01-01

    In Australia, all vocational education and training (VET) qualifications must be based on competency-based training (CBT) and training packages. Yet, since 2005, there has been a major expansion in the number of VET international students in Australia, 85% of whom are from Asia. Given this development, the teaching and learning contexts in which…

  13. Competence-Based Management Training. Report 302.

    ERIC Educational Resources Information Center

    Strebler, M. T.; Bevan, S.

    A research study examined what competence-based management training (CBMT) is, how organizations are using it and why, and what impact it has had. It drew on evidence from a survey and case studies conducted among large employers in Britain (United Kingdom). General findings from 377 respondents indicated that the use of competencies was…

  14. A Review of Twenty Years of Competency-Based Training in the Australian Vocational Education and Training System

    ERIC Educational Resources Information Center

    Smith, Erica

    2010-01-01

    In this paper, the author reflects, both as an academic researcher and as a senior practitioner, on the experience of competency-based training (CBT) in the Australian vocational education and training system. She seeks to draw conclusions about the Australian experience using a typology drawn from the academic literature which focuses on the…

  15. Why CBT Isn't Just for Training Anymore.

    ERIC Educational Resources Information Center

    Gordon, Jack

    1986-01-01

    Discusses the market for computer-based training (CBT) programs, the distribution and marketing of these programs, why CBT is different from other training products for corporate customers, evaluating CBT programs, the competition between CBT and video, and corporations wanting customized training programs. (CT)

  16. Competence and Competency-based Training: What the Literature Says

    ERIC Educational Resources Information Center

    Guthrie, Hugh

    2009-01-01

    This literature review, commissioned by the National Quality Council, provides a historical account of the development of competency-based training in Australia and summarises the issues arising from the range of reviews conducted on elements of the national training system. It also explores the variety of ways in which competence is conceived…

  17. Application of Competency-Based Education in Laparoscopic Training

    PubMed Central

    Xue, Dongbo; Bo, Hong; Zhao, Song; Meng, Xianzhi

    2015-01-01

    Background and Objectives: To induce competency-based education/developing a curriculum in the training of postgraduate students in laparoscopic surgery. Methods: This study selected postgraduate students before the implementation of competency-based education (n = 16) or after the implementation of competency-based education (n = 17). On the basis of the 5 competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, and professionalism, the research team created a developing a curriculum chart and specific improvement measures that were implemented in the competency-based education group. Results: On the basis of the developing a curriculum chart, the assessment of the 5 comprehensive competencies using the 360° assessment method indicated that the competency-based education group's competencies were significantly improved compared with those of the traditional group (P < .05). The improvement in the comprehensive assessment was also significant compared with the traditional group (P < .05). Conclusion: The implementation of competency-based education/developing a curriculum teaching helps to improve the comprehensive competencies of postgraduate students and enables them to become qualified clinicians equipped to meet society's needs. PMID:25901105

  18. Competency-Based Education Curriculum for Firefighter Training.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    This competency-based education curriculum, developed by firefighters and educators in West Virginia, is designed for use as a resource for the development of improved firefighter training programs. It consists of an introductory note to the instructor and 140 competency sheets. These sheets deal with tasks in the following areas: general…

  19. The Problem with CBT (and Why Constructivism Makes Things Worse)

    ERIC Educational Resources Information Center

    Wheelahan, Leesa

    2009-01-01

    This paper develops a social realist critique of competency-based training (CBT) by drawing on the philosophy of critical realism and the sociology of Basil Bernstein as complementary modes of analysis. CBT is the mandated model of curriculum in the vocational education and training (VET) sector in Australia. It results in an impoverished…

  20. The transition to competency-based pediatric training in the United Arab Emirates.

    PubMed

    Ibrahim, Halah; Al Tatari, Hossam; Holmboe, Eric S

    2015-04-01

    Although competency-based medical education has become the standard for physician training in the West, many developing countries have not yet adopted competency-based training. In 2009 in the United Arab Emirates, the government regulatory and operational authorities for healthcare in Abu Dhabi mandated a wide-scale reform of the emirate's postgraduate residency programs to the competency-based framework of the newly formed Accreditation Council for Graduate Medical Education-International (ACGME-I). This article briefly describes the rationale for competency-based medical education and provides an overview of the transition from traditional, time-based residency training to competency-based postgraduate medical education for the Pediatrics residency programs in Abu Dhabi. We will provide data on the initial impact of this transition on resident performance and patient outcomes in a Pediatrics residency program in an academic medical center in the United Arab Emirates.

  1. Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience

    ERIC Educational Resources Information Center

    Desyatov, Tymofiy

    2015-01-01

    The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via…

  2. A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills

    ERIC Educational Resources Information Center

    Boahin, Peter; Hofman, Adriaan

    2013-01-01

    In the changing global economy, employability skills increasingly are the focus of vocational education and training institutions. This paper explores the effect of academic disciplines, students' background characteristics and industry training on the acquisition of employability skills through competency-based training. A significant…

  3. A Transactional Approach to Competency-Based Training.

    ERIC Educational Resources Information Center

    Buktenica, Norman A.; And Others

    Rationale, application for training, and implications for practice are presented for a school psychology training approach that is part of a broader Transactional-Ecological Psychology (TEP) Training Program. The TEP provides an innovative and unified approach to training in the areas traditionally called clinical, community, counseling and school…

  4. Project REACH: A Competency-Based Manual for Camp Director Training. Appendix T. Camp Director Training Series.

    ERIC Educational Resources Information Center

    Vinton, Dennis A., Ed.; Farley, Elizabeth M., Ed.

    Resulting from a 3 year project to develop and test competency based programs for camp personnel serving the physically handicapped, the document contains a manual for training the camp director. An introductory section gives an explanation of competency based instruction, a description of a module, and an overview of the camp director training…

  5. Competency-Based Assessment and Training. Final Report.

    ERIC Educational Resources Information Center

    Paddock, Susan C.

    During 1979-80, Arizona State University directed a training and curriculum development project that sought to develop a national consortium on community education composed of institutions of higher education, assess current training programs, and develop exemplary curriculum training modules. This report discribes the project and its results. The…

  6. A Quarter of a Century of CBT: The Vicissitudes of an Idea

    ERIC Educational Resources Information Center

    Harris, Roger; Hodge, Steven

    2009-01-01

    In 1983, a competency-based vocational education (CBVE) program began in Croydon Park College of TAFE, South Australia. This was six years before the Australian State Ministers of Vocational Education and Training decreed competency-based training (CBT) to be the national training imperative. Two reports were produced in 1985 and 1987, based on…

  7. The Australian Way: Competency-Based Training in the Corporate Sector.

    ERIC Educational Resources Information Center

    Kellie, Deborah

    1999-01-01

    Examples from road construction, mining, and other Australian industries show that the corporate sector has responded slowly to the introduction of a national framework for competency-based training. As industry bears more of the costs of training, it has yet to see returns in terms of productivity gains. (SK)

  8. Competency Based Training Program for Department Chairpersons and Other Resource Personnel.

    ERIC Educational Resources Information Center

    Bingen, Frances N.; And Others

    The Competency Based Training Program is a three part, three phase package. It contains: (1) a research document; (2) a set of 18 programed units and; (3) cassettes to accompany two specific units. The program phases require that: (1) the participant and a training advisor jointly perform a needs assessment activity and select appropriate units…

  9. Competency-Based Behavior Consultation Training: An Evaluation of Consultant Outcomes, Treatment Effects, and Consumer Satisfaction

    ERIC Educational Resources Information Center

    Lepage, Kathy; Kratochwill, Thomas R.; Elliott, Stephen N.

    2004-01-01

    Assessments of consultants, clients, and consumer satisfaction were used to examine the effects of a competency-based consultation training program conducted over 4 years. Using a multiple-baseline framework to assess training effects on consultants and single-case study designs to evaluate changes in client behavior, a number of significant…

  10. Competency-Based Training for Adults Who Work with Children. Postsecondary Project: Final Report.

    ERIC Educational Resources Information Center

    Associates for Renewal in Education, Inc., Washington, DC.

    The objective of this project was to develop and test ten module units of a competency-based training system for adults who work with young children. Phases of the developmental process are described. Training sessions for voluntary participants in the module writing project are outlined, and planning, writing and editing activities are indicated.…

  11. Competency-Based Training: Objective Structured Clinical Exercises (OSCE) in Marriage and Family Therapy

    ERIC Educational Resources Information Center

    Miller, John K.

    2010-01-01

    The field of marriage and family therapy (MFT) has recently engaged in the process of defining core competencies for the profession. Many MFT training programs are adapting their curriculum to develop more competency-based training strategies. The Objective Structured Clinical "Examination" (OSCE) is widely used in the medical profession to assess…

  12. Competency Based Parent Training Project. Final Report. Working Papers in Developmental Disabilities.

    ERIC Educational Resources Information Center

    Rosenberg, Steven A.; Robinson, Cordelia

    The competency Based Training Project was designed to validate the Teaching Skills Inventory (TSI) and assess its utility as a tool for training parents to implement educational and therapeutic activities with their handicapped children. Four studies evaluated the TSI. Teachers and physical and occupational therapists were taught to rate mothers'…

  13. Sewing: Arizona HSST/CDA Competency Based Training Module #31.

    ERIC Educational Resources Information Center

    Migliaro, Ann

    This Child Development Associate (CDA) training module helps the CDA intern present and supervise sewing activities for preschool children. Classroom activities as well as training objectives for the intern are provided. The module emphasizes (1) the values of sewing activities for the preschool child, (2) the kinds of material that can be used in…

  14. A competency-based model for research training during psychiatry residency.

    PubMed

    Hamoda, Hesham M; Bauer, Mark S; DeMaso, David R; Sanders, Katherine M; Mezzacappa, Enrico

    2011-01-01

    The Institute of Medicine recently identified a critical shortage of psychiatrist-researchers and highlighted the need for competency-based curricula that promote research training during psychiatry residency as a way to address that shortage. In this article we review extant approaches to research training during psychiatry residency. We then identify five core elements necessary for promoting research training: (1) mentoring, (2) education, (3) experience, (4) time, and (5) support. We describe six interrelated domains of core research competencies that can be mastered gradually over the course of residency training: (1) research literacy, (2) content mastery of specific research topics, (3) principles of research design and methods, (4) principles of biostatistics, (5) presentation and writing skills, including grant writing, and (6) principles of responsible conduct of research. Finally, we propose a broadly applicable, developmental, competency-based framework for applying these core elements to research training during psychiatry residency.

  15. Competence-Based Vocational Education and Training (VET): An Approach of Shaping and Networking

    ERIC Educational Resources Information Center

    Bohne, Christoph; Eicker, Friedhelm; Haseloff, Gesine

    2017-01-01

    Purpose: The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach: VET must enable learners to shape work within the context of conceptions based on the development of society.…

  16. Competency Based Core Curriculum for Distributive Education and Diversified Cooperative Training.

    ERIC Educational Resources Information Center

    Mobley, Robert G.; And Others

    This document contains separate core curricula for Distributive Education and Diversified Cooperative Training programs designed to aid the teacher in using available competency-based instructional materials. Each core curriculum is composed of four parts: marketing, economics, career exploration, and employability skills. Marketing, the largest…

  17. A Competency-Based Technical Training Model That Embraces Learning Flexibility and Rewards Competency

    ERIC Educational Resources Information Center

    Yasinski, Lee

    2014-01-01

    Today's adult learners are continuously searching for successful programs with added learner flexibility, a positive learning experience, and the best education for their investment. Red Deer College's unique competency based welder apprenticeship training model fulfills this desire for many adult learners.

  18. Process of Converting Military Training Materials to Competency-Based Modules for Civilian Use. A Documentation.

    ERIC Educational Resources Information Center

    Organization and Human Resources Development Associates, Inc., Austin, TX.

    This document outlines the steps in the process of converting military training materials in physician and dental assistant education to competency-based learning modules for use in the civilian sector. Subsections discuss the activity and any problems or issues involved for 14 steps. The 14 steps are as follow: establish liaison to obtain…

  19. Competency-based training: objective structured clinical exercises (OSCE) in marriage and family therapy.

    PubMed

    Miller, John K

    2010-07-01

    The field of marriage and family therapy (MFT) has recently engaged in the process of defining core competencies for the profession. Many MFT training programs are adapting their curriculum to develop more competency-based training strategies. The Objective Structured Clinical Examination (OSCE) is widely used in the medical profession to assess clinical competence. These examinations involve using simulated clinical situations as a tool in conducting summative evaluations of trainee competence. This article describes an adaptation of the OSCE procedures for competency-based training of MFT students. Instead of using the procedures as a summative examination as is typical in medical education, this article proposes how to use them as formative exercises in the development of student competence. The development of the OSCE is discussed, including "blueprinting," focused competencies, procedures, and feedback protocols. The article concludes with suggestions of how to continue the development of the OSCE for evaluation in MFT education.

  20. Developing a competence-based addiction medicine curriculum in Indonesia: the training needs assessment.

    PubMed

    Pinxten, W J L; De Jong, C; Hidayat, T; Istiqomah, A N; Achmad, Y M; Raya, R P; Norviatin, D; Siregar, I M P

    2011-04-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet established. Urgent development and scaling-up of professional capacity in comprehensive, evidence-based addiction medicine is needed. In this article the results of the first step is presented, being the training needs assessment (TNA) and the process of further developing a national evidence- and competence-based addiction medicine curriculum in Indonesia.

  1. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice?

    PubMed

    ten Cate, Olle; Scheele, Fedde

    2007-06-01

    The introduction of competency-based postgraduate medical training, as recently stimulated by national governing bodies in Canada, the United States, the United Kingdom, The Netherlands, and other countries, is a major advancement, but at the same time it evokes critical issues of curricular implementation. A source of concern is the translation of general competencies into the practice of clinical teaching. The authors observe confusion around the term competency, which may have adverse effects when a teaching and assessment program is to be designed. This article aims to clarify the competency terminology. To connect the ideas behind a competency framework with the work environment of patient care, the authors propose to analyze the critical activities of professional practice and relate these to predetermined competencies. The use of entrustable professional activities (EPAs) and statements of awarded responsibility (STARs) may bridge a potential gap between the theory of competency-based education and clinical practice. EPAs reflect those activities that together constitute the profession. Carrying out most of these EPAs requires the possession of several competencies. The authors propose not to go to great lengths to assess competencies as such, in the way they are abstractly defined in competency frameworks but, instead, to focus on the observation of concrete critical clinical activities and to infer the presence of multiple competencies from several observed activities. Residents may then be awarded responsibility for EPAs. This can serve to move toward competency-based training, in which a flexible length of training is possible and the outcome of training becomes more important than its length.

  2. How Competency-Based Training Locks the Working Class out of Powerful Knowledge: A Modified Bernsteinian Analysis

    ERIC Educational Resources Information Center

    Wheelahan, Leesa

    2007-01-01

    This paper argues that competency-based training in vocational education and training in Australia is one mechanism through which the working class is denied access to powerful knowledge represented by the academic disciplines. The paper presents a modified Bernsteinian analysis to argue that vocational education and training students need access…

  3. Randomized, Controlled Trial of CBT Training for PTSD Providers

    DTIC Science & Technology

    2015-10-01

    education for mental health professionals. The objective is to learn whether novel, internet-based training methods, with or without web-centered...evaluate a web based training program providing skills-oriented continuing education for mental health professionals. • To compare improvements in...supervision, may provide an effective means to train increasing numbers of mental health providers in relevant, evidence-based clinical skills. The

  4. Psychological First Aid: A Consensus-Derived, Empirically Supported, Competency-Based Training Model

    PubMed Central

    Everly, George S.; Brown, Lisa M.; Wendelboe, Aaron M.; Abd Hamid, Nor Hashidah; Tallchief, Vicki L.; Links, Jonathan M.

    2014-01-01

    Surges in demand for professional mental health services occasioned by disasters represent a major public health challenge. To build response capacity, numerous psychological first aid (PFA) training models for professional and lay audiences have been developed that, although often concurring on broad intervention aims, have not systematically addressed pedagogical elements necessary for optimal learning or teaching. We describe a competency-based model of PFA training developed under the auspices of the Centers for Disease Control and Prevention and the Association of Schools of Public Health. We explain the approach used for developing and refining the competency set and summarize the observable knowledge, skills, and attitudes underlying the 6 core competency domains. We discuss the strategies for model dissemination, validation, and adoption in professional and lay communities. PMID:23865656

  5. [Competency-based training and work world: from grading to employability].

    PubMed

    Estrada, John H M

    2012-06-01

    Considered as an element of business discourse, the competence-based education emerges associated with processes of productive restructuring influencing the economy since 1970. These processes arise as a consequence of the crisis of the accumulation model based on mass production and consumption following the principles of taylorism and fordism. In the last decades, the State has been unable to solve the periodic crisis that afflicts late capitalism. Because of this, the State moves away from its economic mission, promotes marketing mechanisms and, in the meantime, it tries to manage the motivational crisis of the population. This challenge forces the State to take interest in the vital world of individuals trying to solve the legitimacy crisis through educational reforms that affect the world of work. The relationship between the vertiginous changes of working world and a new educational formation is explicit. This educational formation must consider (at the same time) the management capacity, learning capacity, teamwork capacity and self-training. Based on this situation, there is a direct relationship between technologic advances, the structural crisis of capitalism and work organization. Besides, the "qualification" term is replaced with "competency-based education".

  6. Workplace based assessment: a step to promote competency based postgraduate training.

    PubMed

    Singh, Tejinder; Modi, Jyoti Nath

    2013-06-08

    There has been an increasing emphasis on defining outcomes of medical education in terms of performance of trainees. This is a step beyond the description of outcomes in terms of competence that encompasses mostly potential abilities rather than the actual performance. The contextual adaptations and behavior judgments of the trainees are best assessed by a program of in-training assessment. Workplace based assessment (WPBA) is one of the modalities, which assesses the trainee in authentic settings. Though Postgraduate (PG) medical training in India is said to be competency-based, most institutions do not have any formative or in-training assessment program for the same. The two cardinal elements of WPBA are direct observation and conducted in work place in addition to provision of feedback to the trainee. The WPBA conforms to the highest (Level 4: Does) of Millers pyramid and also has the potential to assess at all four levels. Some of the tools used for WPBA are: Logbooks, Clinical Encounter Cards (CEC), mini-Clinical Evaluation Exercise (mini-CEX), Case based discussions, Direct Observation of Procedural Skills (DOPS), Multisource feedback (peers, co-workers, seniors, patients) etc. These can be documented in the form of a portfolio that provides a longitudinal view of experiences and progress of the trainee. The WPBA scores high on validity and educational impact by virtue of being based on direct observation in real situation and contextual feedback. The feasibility and acceptability is enhanced by making appropriate choices of tools, advance planning, building of mutual trust, and training of assessors. Given the established benefits of WPBA in shaping clinical learning, there is an imminent need for including this mode of assessment in our clinical training programs especially PG training.

  7. Using an Instrument to Analyse Competence-Based Study Programmes: Experiences of Teachers in Dutch Vocational Education and Training

    ERIC Educational Resources Information Center

    Wesselink, Renate; Dekker-Groen, Agaath M.; Biemans, Harm J. A.; Mulder, Martin

    2010-01-01

    Competence-based education is becoming increasingly popular. Competencies are used more and more as the starting point for designing curricula and instructional methods, especially in vocational education and training, to realize authentic and self-steering study programmes. Despite its popularity in both research and educational settings, there…

  8. National Disaster Health Consortium: Competency-Based Training and a Report on the American Nurses Credentialing Center Disaster Certification Development.

    PubMed

    Smith, Sherrill J; Farra, Sharon L

    2016-12-01

    As the largest profession of health care providers, nurses are an integral component of disaster response. Having clearly delineated competencies and developing training to acquire those competencies are needed to ensure nurses are ready when disasters occur. This article provides a review of nursing and interprofessional disaster competencies and development of a new interprofessional disaster certification. An overview of a standardized disaster training program, the National Disaster Health Consortium, is provided as an exemplar of a competency-based interprofessional disaster education program.

  9. Rational and Challenges of Competency-Based Education and Training: The "Wickedness" of the Problem

    ERIC Educational Resources Information Center

    Oyugi, Jacob L.

    2015-01-01

    Our students will continue to be confronted with many environment and sustainability issues during their lifetimes because they are unpredictable, serious and complex by nature. These issues challenge not just our technologies but our universities and educational institutions, values and way of living and interaction. Competency-based education…

  10. CD-ROM (compact disc-read only memory): A delivery medium for CBT (computer-based training)

    SciTech Connect

    Luettgen, A.L.; Houghton, F.K.; Andrews, A.E.

    1991-01-01

    Computer-based training (CBT) development has evolved from electronic page turners to a sophisticated instructional environment. The use of numerous large image files, large digital audio files, and complex computer-generated graphics files places great demands on a system's capacity for binary storage (disk space). One solution is the use of compact disc-read only memory (CD-ROM). The explosive growth of CD-ROM players in the marketplace makes CD-ROM a viable delivery medium for CBT. Recently, a CBT package for radiation protection technicians at Los Alamos National Laboratory was produced on CD-ROM. The course is delivered on a multimedia system consisting of the following: MS DOS-based computer, CD-ROM player, high-resolution video graphics array monitor, scanned color images with graphic overlays, digital audio, and mouse interface. This paper will allow the reader to assess the appropriateness of CD-ROM for a specific project, report on lessons learned from the RPT project, demonstrate that CD-ROM is within reach of the average CBT developer, and provide guidelines for successfully developing CD-ROM based CBT. This paper can serve as a basic primer on how to adapt CD-ROM as a CBT medium. Some of the technical aspects that are discussed are listed here: CD-ROM basics for CBT development, availability of low-cost development environments, file organization, optimization of CD-ROM response times, effective use of digital audio and still frame graphics, and animation with CD-ROM.

  11. Preparing a 21st century workforce: is it time to consider clinically based, competency-based training of health practitioners?

    PubMed

    Nancarrow, Susan A; Moran, Anna M; Graham, Iain

    2014-02-01

    Health workforce training in the 21st century is still based largely on 20th century healthcare paradigms that emphasise professionalisation at the expense of patient-focussed care. This is illustrated by the paradox of increased training times for health workers that have corresponded with workforce shortages, the limited career options and pathways for paraprofessional workers, and inefficient clinical training models that detract from, rather than add to, service capacity. We propose instead that a 21st century health workforce training model should be: situated in the clinical setting and supported by outsourced university training (not the other way around); based on the achievement of specific milestones rather than being time-defined; and incorporate para-professional career pathways that allow trainees to 'step-off' with a useable qualification following the achievement of specific competencies. Such a model could be facilitated by existing technology and clinical training infrastructure, with enormous potential for economies of scale in the provision of formal training. The benefits of a clinically based, competency-based model include an increase in clinical service capacity, and clinical training resources become a resource for the delivery of healthcare, not just education. Existing training models are unsustainable, and are not preparing a workforce with the flexibility the 21st century demands.

  12. An In-Service Training System to Facilitate the Implementation of a Model Competency-Based Therapeutic Recreation Entry-Level Curriculum. Final Performance Report.

    ERIC Educational Resources Information Center

    Verhoven, Peter J.; Kelley, Jerry D.

    The report summarizes an inservice training project for implementing a model competency-based curriculum for therapeutic recreation personnel in colleges and universities. Described are activities related to five program objectives, including identifying regional training needs, training inservice institute facilitators, and establishing and…

  13. A competency-based framework for training in advanced dental education: experience in a community-based dental partnership program.

    PubMed

    Badner, Victor; Ahluwalia, Kavita P; Murrman, Marita K; Sanogo, Moussa; Darlington, Tanya; Edelstein, Burton L

    2010-02-01

    While goals and objectives are useful to assess programmatic outcomes, they are not able to evaluate individual trainees' performance and/or corrective actions needed to improve performance. As a result, competency-based evaluation is increasingly being used to assess trainee performance at both the doctoral and postdoctoral levels. However, the translation of broadly stated competency statements into evaluable action statements continues to pose a challenge, especially in nontechnical domains such as the assessment and integration of cultural and sociodemographic variables in the development and execution of treatment plans. This article describes a process used to develop a competency-based framework that includes specific evaluable action statements to assess the performance of Advanced Education in General Dentistry (AEGD) residents providing dental care services to medically compromised patients in a community-based partnership program. Although the resultant framework may not itself be generalizable across training programs, the process described to develop the framework can be used by those individuals involved in evaluating students and/or residents in training programs.

  14. Multicultural Grand Rounds: Competency-Based Training Model for Clinical Psychology Graduate Students

    ERIC Educational Resources Information Center

    Stites, Shana D.; Warholic, Christina L.

    2014-01-01

    Preparing students to enter the field of psychology as competent professionals requires that multicultural practices be infused into all areas of training. This article describes how the Grand Rounds model was adapted to a graduate clinical psychology training program to foster applied learning in multicultural competence. This extension of Grand…

  15. Designing a Competency-Based New County Extension Personnel Training Program: A Novel Approach

    ERIC Educational Resources Information Center

    Brodeur, Cheri Winton; Higgins, Cynthia; Galindo-Gonzalez, Sebastian; Craig, Diane D.; Haile, Tyann

    2011-01-01

    Voluntary county personnel turnover occurs for a multitude of reasons, including the lack of job satisfaction, organizational commitment, and job embeddedness and lack of proper training. Loss of personnel can be costly both economically and in terms of human capital. Retention of Extension professionals can be improved through proper training or…

  16. BUILDING A WORKFORCE COMPETENCY-BASED TRAINING PROGRAM IN INFANT/EARLY CHILDHOOD MENTAL HEALTH.

    PubMed

    Priddis, Lynn E; Matacz, Rochelle; Weatherston, Deborah

    2015-01-01

    This article describes findings from a project conducted in Western Australia (Mental Health Commission WA, 2015) that investigated the education and training needs of the Infant/Early Childhood Mental Health (I/ECMH) workforce. We examined international training programs and models of delivery in infant mental health, including a review of the current training available in Australia. Data collected from over 60 interviews were analyzed, and a staged delivery model for I/ECMH training and supervision that aligned with the Michigan Association for Infant Mental Health (2014) Competency Guidelines was recommended. These findings led to the purchase of the Michigan Association for Infant Mental Health (2014) for use in Western Australia. In a very short time, use of the Michigan Competency Framework by the Australian Association for Infant Mental Health West Australian Branch Incorporated has begun to change the training and education opportunities for upskilling the infant and early childhood workforce in Western Australia. It has resulted in a map to guide and develop training in the I/ECMH field for individual practitioners and professionals as well as for workplaces that will ultimately benefit Western Australian infants, young children, and their families during the perinatal period and in the early years.

  17. Alienating Curriculum Work in Australian Vocational Education and Training

    ERIC Educational Resources Information Center

    Hodge, Steven

    2016-01-01

    Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a "Neoliberal" version of CBT is described and analysed in the context of Australian…

  18. Competency Based Training and National Qualifications Frameworks: Insights from South Africa

    ERIC Educational Resources Information Center

    Parker, Ben; Walters, Shirley

    2008-01-01

    During the last thirty years, National Qualification Frameworks have emerged as an attempt by the state to "manage" the relations between education, training and work. Drawing on South African experiences of ten years of development of a competency and outcomes based National Qualifications Framework (NQF), this paper highlights the…

  19. Eight Competency-Based Modules for Training Paraprofessionals in Applied Gerontology.

    ERIC Educational Resources Information Center

    Elgin Community Coll., IL.

    These modules are intended as a guide for developing short-term training workshops for paraprofessional service providers in aging. They are for use by trainers with some basic familiarity with the topic; use of teams of educators and practitioners as trainers is suggested to bridge the gap between knowledge and practice. A section on "Training…

  20. An Assessment System for Competence Based Education: The Educational Development, Dissemination, and Evaluation Training Program.

    ERIC Educational Resources Information Center

    Hood, Paul D.; Blackwell, Laird

    This manual provides a description of the development and a guide to the use of the assessment resources developed in connection with the Far West Development, Dissemination, and Evaluation (DD&E) Functional Competence Training Program. The document concentrates on a user-oriented description of the content, validation, and use of the final…

  1. Affect Abilities Training--A Competency Based Method for Counseling Persons with Mental Retardation.

    ERIC Educational Resources Information Center

    Corcoran, James R.

    1982-01-01

    Affect Abilities Training (AAT) illustrates the kinds of concrete methods which can be used to further the affective development of persons with mental retardation. The objective of AAT is to develop those emotional behaviors upon which the individual (and society) place value while decreasing those responses which are counterproductive to…

  2. Developing a Competence-Based Addiction Medicine Curriculum in Indonesia: The Training Needs Assessment

    ERIC Educational Resources Information Center

    Pinxten, W. J. L.; De Jong, C.; Hidayat, T.; Istiqomah, A. N.; Achmad, Y. M.; Raya, R. P.; Norviatin, D.; Siregar, I. M. P.

    2011-01-01

    Indonesia has one of the fastest growing, injecting drugs user-driven, human immunodeficiency virus (HIV) epidemics in Asia. Coverage of needle and syringe programs (NSPs), opioid substitution therapy (OST), and antiretroviral treatment (ART) is increasing, but is still low, whereas professional training in addiction medicine is not yet…

  3. Structural-Functional Model of Ethnocultural Training of Future Educators: Competency-Based Approach

    ERIC Educational Resources Information Center

    Sakhieva, Regina G.; Fedorova, Svetlana N.

    2016-01-01

    The relevance of the subject of this article is determined by an incomplete coverage of a vast domain of ethnocultural knowledge in the existing programs of training of the future educators, which allows to comprehend the values, implication and meaning of the legacy of the past and its role in the development of an individual, society and…

  4. Competency-Based In-Service Training in Recreation for the Aged.

    ERIC Educational Resources Information Center

    Leitner, Michael Jay

    As leisure services facilities have expanded with the growth in numbers of older adults, there has been a corresponding need for personnel trained in recreational work with the aged. From survey responses regarding roles and related functions, competencies for these recreational workers were prioritized and subsequently used as the basis for…

  5. Sciencing and Discovery: Arizona HSST/CDA Competency Based Training Module #16.

    ERIC Educational Resources Information Center

    Workman, Stefanie; Pintchovski, Susan

    This Child Development Associate (CDA) training module helps interns develop children's science exploration and discovery skills. This process of discovering is known as sciencing. Teachers can create the climate for discovery by becoming actively involved with the children, by sharing the children's natural curiosity about their environment, and…

  6. Encouraging the Open Expression of Feelings: Arizona HSST/CDA Competency Based Training Module #22.

    ERIC Educational Resources Information Center

    Foster, Cheryl

    The purpose of this Child Development Associate (CDA) training module is to help the CDA intern develop the knowledge and skills necessary to encourage the open expression of feelings among children in the classroom. Objectives are stipulated, activities for achieving each objective are suggested, and an assessment checklist is provided. A study…

  7. The Complete Guide to Training Delivery: A Competency-Based Approach.

    ERIC Educational Resources Information Center

    King, Stephen B.; King, Marsha; Rothwell, William J.

    This guide focuses on 14 instructor competencies identified by the International Board of Standards for Training, Performance, and Instruction. It provides examples, job aids, worksheets, case studies, and sample dialogs and contains actual experiences and critical incidents faced by trainers who participated in the survey study. Strategies to…

  8. Effects of a Competency-Based Professional Development Training on Children's Physical Activity and Staff Physical Activity Promotion in Summer Day Camps

    ERIC Educational Resources Information Center

    Weaver, R. Glenn; Beets, Michael W.; Turner-McGrievy, Gabrielle; Webster, Collin A.; Moore, Justin

    2014-01-01

    The YMCA of the USA serves more than nine million youth in its summer day camping programs nationwide. In spring 2011, the YMCA of Columbia, SC, with support from the University of South Carolina, adopted a competency-based staff-level training approach in an attempt to align staff behaviors with the YMCA of the USA new physical activity standards…

  9. Training Higher Education Teachers for Instructional Design of Competency-Based Education: Product-Oriented Versus Process-Oriented Worked Examples

    ERIC Educational Resources Information Center

    Hoogveld, A.W.M.; Paas, F.; Jochems, W.M.G.

    2005-01-01

    Teachers involved in the development of competency-based higher education (CBE) are expected to fulfil a new role of instructional designer. As a consequence, they are confronted with the problem to translate abstract new curriculum principles into concrete learning tasks. Recent studies have shown that teachers can be trained to apply an…

  10. Competency-based on-the-job training for aviation maintenance and inspection--a human factors approach.

    PubMed

    Walter, D

    2000-08-01

    More than 90% of the critical skills that an aviation maintenance technician uses are acquired through on-the-job training (OJT). Yet many aviation maintenance technicians rely on a 'degenerating buddy system', 'follow Joe around', or unstructured approach to OJT. Many aspects of the aviation maintenance environment point to the need for a structured OJT program, but perhaps the most significant is the practice of job bidding which can create rapid turnover of technicians. The task analytic training system (TATS), a model for developing team-driven structured OJT was developed by the author, and first introduced in Boeing Commercial Airplane Group to provide competency-based OJT for aviation maintenance and inspection personnel. The goal of the model was not only to provide a comprehensive, highly structured training system that could be applied to any maintenance and inspection task, but also to improve team coordination, attitude and morale. The first goal was accomplished by following the systems eight-step process, the latter through incorporating human factors principles such as decision making, communication, team building and conflict resolution into the process itself. In general, the process helps to instill mutual respect and trust, enhance goal-directed behavior, strengthen technicians' self-esteem and responsiveness to new ideas and encourage technicians to make worthwhile contributions. The theoretical background of the model is addressed by illustrating how the proven training methodologies of job task analysis and job instruction training are blended with human factors principles resulting in a unique team-driven approach to training. The paper discusses major elements of the model including needs identification, outlining targeted jobs, writing and verifying training procedures, an approval system, sequencing of training, certifying trainers, implementing, employing tracking mechanisms, evaluating, and establishing a maintenance/audit plan

  11. A framework for telepsychiatric training and e-health: Competency-based education, evaluation and implications.

    PubMed

    Hilty, Donald M; Crawford, Allison; Teshima, John; Chan, Steven; Sunderji, Nadiya; Yellowlees, Peter M; Kramer, Greg; O'neill, Patrick; Fore, Chris; Luo, John; Li, Su-Ting

    2015-01-01

    Telepsychiatry (TP; video; synchronous) is effective, well received and a standard way to practice. Best practices in TP education, but not its desired outcomes, have been published. This paper proposes competencies for trainees and clinicians, with TP situated within the broader landscape of e-mental health (e-MH) care. TP competencies are organized using the US Accreditation Council of Graduate Medical Education framework, with input from the CanMEDS framework. Teaching and assessment methods are aligned with target competencies, learning contexts, and evaluation options. Case examples help to apply concepts to clinical and institutional contexts. Competencies can be identified, measured and evaluated. Novice or advanced beginner, competent/proficient, and expert levels were outlined. Andragogical (i.e. pedagogical) methods are used in clinical care, seminar, and other educational contexts. Cross-sectional and longitudinal evaluation using quantitative and qualitative measures promotes skills development via iterative feedback from patients, trainees, and faculty staff. TP and e-MH care significantly overlap, such that institutional leaders may use a common approach for change management and an e-platform to prioritize resources. TP training and assessment methods need to be implemented and evaluated. Institutional approaches to patient care, education, faculty development, and funding also need to be studied.

  12. The CBT Advisor: An Expert System Program for Making Decisions about CBT.

    ERIC Educational Resources Information Center

    Kearsley, Greg

    1985-01-01

    Discusses structure, credibility, and use of the Computer Based Training (CBT) Advisor, an expert system designed to help managers make judgements about course selection, system selection, cost/benefits, development effort, and probable success of CBT projects. (MBR)

  13. Competence-Based Vocational Education and Training (VET): The Cases of England and France in a European Perspective

    ERIC Educational Resources Information Center

    Brockmann, Michaela; Clarke, Linda; Méhaut, Philippe; Winch, Christopher

    2008-01-01

    This paper examines the notion of "competence" in the VET systems of France and England. While both countries have developed "competence-based" approaches, underlying the similar terminology are distinct meanings, rooted in the countries' institutional structures and labour processes. A key distinction is identified between a…

  14. Maximizing Achievement in Computer-Based Training (CBT): The Role of the Instructor and Other Variables

    DTIC Science & Technology

    1991-07-01

    reviewed and is approved for publication. J . SCOTT NEW OMB HENDRICK W. RUCK, Technical Director Contract Monit r Technical Training Research Division...TX 78235-5000 9 11. SUPPLEMENTARY NOTES Armstrong Laboratory Tb,;hnical Monitor: J . Scott Newcomb, (512) 536-3992 12a. DISTRIBUTIONAVAILABIUTY

  15. Evaluation of the Effectiveness of the Storage and Distribution Entry-Level Computer-Based Training (CBT) Program

    DTIC Science & Technology

    1990-09-01

    remediated and the correct information reinforced . Just as the positive feedback blocks are color coded, so are the remediation blocks, but with a different...The opinions and conclusions in this paper are those of the author and are not intended to represent the official position of the DOD, USAF, or any...learning and cost effectiveness of CBT. In the majority of these experiments, CBT provided positive results in terms of learning, and in cost savings

  16. Competence-Based Assessment in Professional Education Validation

    ERIC Educational Resources Information Center

    Thilakaratne, Ruffina; Kvan, Thomas

    2006-01-01

    This paper investigates the appropriateness of competence-based assessment in professional education validation, considering architectural education in Asia as a case study. Competence-based assessment originated in teacher training and vocational training settings in the USA and the UK. Competence-based assessment has been increasingly adopted by…

  17. CASCADE: Introducing AI into CBT.

    ERIC Educational Resources Information Center

    Hendley, R. J.; Jurascheck, N.

    1992-01-01

    Discusses changes in training requirements of commerce and industry in the United Kingdom and describes a project, CASCADE, that was developed to investigate and implement the introduction of artificial intelligence (AI) techniques into computer-based training (CBT). An overview of pilot projects in higher education settings is provided. (eight…

  18. Working with a Competency-Based Training Package: A Contextual Investigation from the Perspective of a Group of TAFE Teachers

    ERIC Educational Resources Information Center

    Southren, Michael

    2015-01-01

    Reforms in the Australian vocational education and training (VET) landscape have generated significant interest in the changes to the delivery and nature of formal (off-the-job) training provided by Registered Training Organisations. Existing research has provided valuable insights into the evolving role of teachers, and speculated upon the…

  19. Caring for Preschool Children: A Competency-Based Training Program. Volumes I and II. Second Edition [and] a Trainer's Guide.

    ERIC Educational Resources Information Center

    Dodge, Diane Trister; Koralek, Derry Gosselin; Pizzolongo, Peter J.; Al-Salam, Debra

    The "Caring for Preschool Children" program was designed as a personalized training program to help adults working with preschool children acquire the skills and knowledge needed to provide a high quality preschool program. This two-volume training manual is comprised of 13 modules corresponding to the areas of the Child Development…

  20. Early Childhood/CDA Learning Modules: A Competency-Based Training Program for Classroom Personnel in Preschool Programs.

    ERIC Educational Resources Information Center

    Beaty, Janice J.

    This training manual for early childhood CDA candidates provides 21 learning modules on the following subjects: field trips, books, parent involvement, setting up the classroom, the role of play, creative expression (art), preschool science, cooking, self-image, large motor development, speaking and listening skills, daily program planning, small…

  1. The Rationale and Methodology for Development of a Competency Based Leadership Education and Training Program in the Navy.

    ERIC Educational Resources Information Center

    Scanland, Worth; Pepper, Dorothy

    Numerous attempts by the U.S. Navy to identify leadership potential within its ranks and to train for such leadership skills have been mostly unsuccessful since the efforts were based upon very subjective perceptions of good leadership qualities. To address this problem, the Navy, with the assistance of Dr. David McClelland, has described a set of…

  2. A case for competency-based anaesthesiology training with entrustable professional activities: an agenda for development and research.

    PubMed

    Jonker, Gersten; Hoff, Reinier G; Ten Cate, Olle Th J

    2015-02-01

    Competency frameworks are based on what are considered to be the general essential qualities of a doctor. Competencies, being behavioural descriptors, need a strong link to clinical practice to allow trainers to observe and then use them in assessing trainees' performance. The emerging concept of entrustable professional activities (EPAs) may serve as such a link. An EPA is a description of an essential clinical task that frames competencies in the context of clinical practice. A full set of EPAs defines a specialty and constitutes the curriculum of specialty training. After observation of satisfactory performance on an EPA, the resident should be permitted to perform that activity without direct supervision. The terms of this should allow a trainer to provide justification for this decision. This makes graded assumption of responsibilities possible. We describe the potential benefits of working with EPAs in anaesthesiology training and set an agenda for curriculum development and research in this area.

  3. Competency in Chaos: Lifesaving Performance of Care Providers Utilizing a Competency-Based, Multi-Actor Emergency Preparedness Training Curriculum

    PubMed Central

    Scott, Lancer A.; Swartzentruber, Derrick A.; Davis, Christopher Ashby; Maddux, P. Tim; Schnellman, Jennifer; Wahlquist, Amy E.

    2015-01-01

    Objective Providing comprehensive emergency preparedness training (EPT) to care providers is important to the future success of disaster operations in the US. Few EPT programs possess both competency-driven goals and metrics to measure performance during a multi-patient simulated disaster. Methods A 1-day (8-hour) EPT course for care providers was developed to enhance provider knowledge, skill, and comfort necessary to save lives during a simulated disaster. Nine learning objectives, 18 competencies, and 34 performance objectives were developed. During the 2-year demonstration of the curriculum, 24 fourth-year medical students and 17 Veterans Hospital Administration (VHA) providers were recruited and volunteered to take the course (two did not fully complete the research materials). An online pre-test, two post-tests, course assessment, didactic and small group content, and a 6-minute clinical casualty scenario were developed. During the scenario, trainees working in teams were confronted with three human simulators and 10 actor patients simultaneously. Unless appropriate performance objectives were met, the simulators “died” and the team was exposed to “anthrax.” After the scenario, team members participated in a facilitator-led debriefing using digital video and then repeated the scenario. Results Trainees (N = 39) included 24 (62%) medical students; seven (18%) physicians; seven (18%) nurses; and one (3%) emergency manager. Forty-seven percent of the VHA providers reported greater than 16 annual hours of disaster training, while 15 (63%) of the medical students reported no annual disaster training. The mean (SD) score for the pre-test was 12.3 (3.8), or 51% correct, and after the training, the mean (SD) score was 18.5 (2.2), or 77% (P <.01). The overall rating for the course was 96 out of 100. Trainee self-assessment of “Overall Skill” increased from 63.3 out of 100 to 83.4 out of 100 and “Overall Knowledge” increased from 49.3 out of 100 to 78

  4. Underpinnings of Competency-Based Education

    ERIC Educational Resources Information Center

    Schilling, Jim F.; Koetting, J. Randall

    2010-01-01

    Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs…

  5. Competency-Based Horticulture: Turfgrass Maintenance Worker.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program for training turfgrass maintenance workers. It contains a master resource list, a listing of turfgrass maintenance resources available from various states, and 59 competency task sheets organized…

  6. Will CBT Produce the Results You Need? A Case Study.

    ERIC Educational Resources Information Center

    Benson, Steven V.

    2000-01-01

    Discusses how to determine whether computer-based training (CBT) is appropriate for particular training needs, based on the experiences of one company that needed an orientation program for new employees available on demand at a variety of locations. Highlights include criteria for selecting vendors, outcomes of CBT, and comparing costs. (LRW)

  7. Manage Vocational Buildings and Equipment. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-16.

    ERIC Educational Resources Information Center

    Greer, David R.; And Others

    Designed to provide pre- and inservice vocational education administrators with the skills necessary to manage vocational buildings and equipment, this competency-based learning module consists of an introduction and six sequential learning experiences. Each learning experience contains an overview with objectives and required and optional…

  8. Provide a Staff Development Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-12.

    ERIC Educational Resources Information Center

    Miller-Beach, Audni; And Others

    Designed to provide pre- and inservice vocational education administrators with the skills necessary to establish and/or facilitate implementation of a staff development program, this competency-based learning module consists of an introduction and three sequential learning experiences. Each learning experience contains an overview, required and…

  9. Competency-Based Training and Worker Turnover in Community Supports for People with IDD: Results from a Group Randomized Controlled Study

    ERIC Educational Resources Information Center

    Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

    2015-01-01

    Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training…

  10. Competence-Based Education and the Limitations of Critique

    ERIC Educational Resources Information Center

    Edwards, Richard

    2016-01-01

    Drawing upon the work of Foucault and Latour, this article reflects on 25 years of critique of competence-based education and its continuing strength as a way of framing education and training. Using an example from England, it rehearses the argument from Foucault that, despite its student-centred discourse, competence-based education can be…

  11. Competency Based Education: A Bibliography.

    ERIC Educational Resources Information Center

    Cox, Helen, Ed.

    This bibliography is a sampling of the types of publications which have appeared recently on the subject of competency based education. Emphasis is given to current (1970-76) materials and to adult career-related competencies. Titles specifically naming some phase of competency-based education are preferred above titles that emphasize performance,…

  12. Competency-Based Achievement System

    PubMed Central

    Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

    2011-01-01

    Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

  13. Competency Based Refresher Nurse Curriculum.

    ERIC Educational Resources Information Center

    Lombardo, Mary C.

    This competency-based course is designed to update the skills and knowledge of inactive nurses desiring to return to active practice. Focus of the course is on organizing and managing patient care using the nursing process; performing nursing procedures, including medication administration; and reintegrating oneself into the professional…

  14. Competency-Based Behavioral Interviewing

    ERIC Educational Resources Information Center

    Garrigues, Sarah M.

    2012-01-01

    Directors too often rely primarily on their hunches to guide them in employee selection. But what if their hunches are only 30 percent correct? Potentially, one bad hire could be responsible for a noticeable decrease in enrollment and, as a result, the school's net revenue. In this article, the author discusses the Competency-Based Behavioral…

  15. Competency-Based Horticulture: Floriculture.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in floriculture. It contains a master resource list, a listing of floriculture resources available from various states, and 89 competency task sheets organized into nine competency areas. These…

  16. Competency-Based General Education.

    ERIC Educational Resources Information Center

    Hunter, Walter E.

    1979-01-01

    Presents arguments in favor of competency-based general education within the context of a program developed at Central Technical Community College (Nebraska) which utilizes an open entry, open exit approach for all programs. Outlines suggested competencies in the areas of communications and oral communications. (MB)

  17. Twitter as a Potential Disaster Risk Reduction Tool. Part IV: Competency-based Education and Training Guidelines to Promote Community Resiliency

    PubMed Central

    Yeager, Violet; Cooper, Guy Paul; Burkle, Frederick M.; Subbarao, Italo

    2015-01-01

    Twitter can be an effective tool for disaster risk reduction but gaps in education and training exist in current public health and disaster management educational competency standards.  Eleven core public health and disaster management competencies are proposed that incorporate Twitter as a tool for effective disaster risk reduction.  Greater funding is required to promote the education and training of this tool for those in professional schools and in the current public health and disaster management workforce.  PMID:26203398

  18. Knowledge and Skills of Healthcare Providers in Sub-Saharan Africa and Asia before and after Competency-Based Training in Emergency Obstetric and Early Newborn Care

    PubMed Central

    Ameh, Charles A.; Kerr, Robert; Madaj, Barbara; Mdegela, Mselenge; Kana, Terry; Jones, Susan; Lambert, Jaki; Dickinson, Fiona; White, Sarah; van den Broek, Nynke

    2016-01-01

    Background Healthcare provider training in Emergency Obstetric and Newborn Care (EmOC&NC) is a component of 65% of intervention programs aimed at reducing maternal and newborn mortality and morbidity. It is important to evaluate the effectiveness of this. Methods We evaluated knowledge and skills among 5,939 healthcare providers before and after 3–5 days ‘skills and drills’ training in emergency obstetric and newborn care (EmOC&NC) conducted in 7 sub-Saharan Africa countries (Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, Zimbabwe) and 2 Asian countries (Bangladesh, Pakistan). Standardised assessments using multiple choice questions and objective structured clinical examination (OSCE) were used to measure change in knowledge and skills and the Improvement Ratio (IR) by cadre and by country. Linear regression was performed to identify variables associated with pre-training score and IR. Results 99.7% of healthcare providers improved their overall score with a median (IQR) increase of 10.0% (5.0% - 15.0%) for knowledge and 28.8% (23.1% - 35.1%) for skill. There were significant improvements in knowledge and skills for each cadre of healthcare provider and for each country (p<0.05). The mean IR was 56% for doctors, 50% for mid-level staff and nurse-midwives and 38% for nursing-aides. A teaching job, previous in-service training, and higher percentage of work-time spent providing maternity care were each associated with a higher pre-training score. Those with more than 11 years of experience in obstetrics had the lowest scores prior to training, with mean IRs 1.4% lower than for those with no more than 2 years of experience. The largest IR was for recognition and management of obstetric haemorrhage (49–70%) and the smallest for recognition and management of obstructed labour and use of the partograph (6–15%). Conclusions Short in-service EmOC&NC training was associated with improved knowledge and skills for all cadres of healthcare providers working

  19. A Bermuda Triangle? A Case Study of the Disappearance of Competence-Based Vocational Training Policy in the Context of Practice.

    ERIC Educational Resources Information Center

    Bates, Inge; Dutson, Judith

    1995-01-01

    Observations of job training of special needs students were analyzed in terms of operational demands, staffing levels, resources, and trainee interaction. The competence approach often disappeared in the face of more pressing concerns; it serves to legitimate a political response rather than solve an educational problem. (SK)

  20. Application of a needs-driven, competencies-based mental health training program to a post-disaster situation: the Grenada experience.

    PubMed

    Kutcher, Stan; Chehil, Sonia

    2008-01-01

    This report outlines an innovative approach to address post-natural disaster mental health needs in a region in which natural disasters are common---the Caribbean. Instead of traditional external vertical psychosocial interventions commonly used in this region, the authors developed and implemented a mental health interventions training program, in the island country of Grenada, which is focused on enhancing the capacity of local community-based health service providers to provide immediate and continued mental healthcare following a natural disaster. Soon after this training, a hurricane stuck the island of Grenada. A review of the self-confidence in the application of this training and the mental health intervention activities of these community health providers demonstrated that they felt able to effectively identify, intervene, and address post-disaster mental health needs within their communities and that their care of individuals affected continued beyond the immediate post-disaster period, suggesting that enhancing the capacity of local community-based health providers to deal with post-natural disaster mental health needs may be a useful model that may be applicable in other jurisdictions.

  1. MADE 2. Marketing and Distributive Education Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton. Div. of Vocational Education.

    This curriculum guide is one in a series of three competency-based instructional materials dealing with marketing and distributive education (MADE). Covered in the individual sections of the guide are the following topics: job orientation (personal appearance, job opportunities, job interviews, basic skills, training plans, legal requirements, and…

  2. Moroccan Arabic: A Competency Based Curriculum, Beginning & Intermediate Students.

    ERIC Educational Resources Information Center

    Peace Corps, Rabat (Morocco).

    The textbook in introductory and intermediate Moroccan Arabic is designed for the language and cultural training of Peace Corps volunteers in Morocco and is intended for both teacher and student use. The contents and design are based on a competency-based curriculum model. An introductory section presents general principles for use of Arabic…

  3. The Grade Debate. Should We Grade Competency-Based Assessment?

    ERIC Educational Resources Information Center

    Thomson, Peter; And Others

    The extent of and attitudes toward competency-based assessment in Australia's technical and further education (TAFE) sector were examined in a five-phase study that included the following activities: preliminary literature review and structured interviews with individuals/groups selected for their expertise in training in public and private…

  4. Model Competency-Based Instruction Project 1981-1982.

    ERIC Educational Resources Information Center

    Sade, Patricia A.

    As an illustration of competency-based instruction in action, this publication contains a curriculum guide, sample lesson plans, and an explanation of how these materials were derived and implemented in a public school district Comprehensive Employment and Training Act vocational education program in Springfield, Missouri. The model contains a…

  5. Competency Based Curriculum for Clothing Services and Production Sewing.

    ERIC Educational Resources Information Center

    Blake, Charlotte

    Designed to meet individual needs and learning levels of high school and postsecondary students enrolled in vocational training for occupations in clothing services and production sewing, this competency-based curriculum teaches skills in alterations, dressmaking, and power sewing machine operations. Skills are organized into 13 units: Awareness…

  6. Auto Body Repair--Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Radio Corp. of America, Palo Alto, CA. Education Systems.

    This student manual is part of the competency based education curriculum for students training in auto body repair. The manual contains learning modules in eight areas; (1) occupational information, (2) trim and accessories, (3) glass, (4) painting and refinishing, (5) metal work, (6) body alignment, (7) frame work, and (8) estimating. Within each…

  7. Emergency Medical Technician. Competency Based Education Curriculum. Student Material.

    ERIC Educational Resources Information Center

    Spotts, Sue Ann

    Beginning with an introductory handbook, this competency-based curriculum contains 13 modules for an 81-hour secondary- or postsecondary-level course for Emergency Medical Technician (EMT). Introductory materials include module component descriptions and information for administering an EMT training program, such as an instructor's schedule, list…

  8. Legal Secretary--Teacher's Guide. Competency Based Education Curriculum Guide.

    ERIC Educational Resources Information Center

    Long, Diana

    This instructor's guide is designed to be used as a reference and as an aid in implementing the companion volume, a competency based curriculum guide to train legal secretaries (legal stenographers, court reporters, or law reporters). Introductory sections describe briefly the methods of identification and validation of job titles and competencies…

  9. Disseminating Competency-Based Adult Education through the National Diffusion Network.

    ERIC Educational Resources Information Center

    Shelton, Elaine

    1980-01-01

    Defines competency-based adult education; provides a brief history of the Adult Performance Level (APL) Curriculum and Competency-Based High School Diploma program; explains the National Diffusion Network; examines how the APL staff offers training and technical assistance; and focuses on nontraditional APL program implementation. (CT)

  10. The Impact of CBT and ACT Models Using Psychology Trainee Therapists: A Preliminary Controlled Effectiveness Trial

    ERIC Educational Resources Information Center

    Lappalainen, Raimo; Lehtonen, Tuula; Skarp, Eerika; Taubert, Eija; Ojanen, Markku; Hayes, Steven C.

    2007-01-01

    The present study compares the impact of individualized treatment provided by trainee therapists based on a traditional cognitive behavior therapy (CBT) and acceptance and commitment therapy (ACT) model. Fourteen therapists were given initial training in CBT and ACT. Outpatients (N = 28) were randomized to either approach, with each therapist…

  11. Engagement in Trauma-Specific CBT for Youth Post-9/11

    ERIC Educational Resources Information Center

    Rodriguez, James; Hoagwood, Kimberly Eaton; Gopalan, Geetha; Olin, Serene; McKay, Mary M.; Marcus, Sue M.; Radigan, Marleen; Chung, Michelle; Legerski, Joanna

    2013-01-01

    Treatment participation was examined among youth enrolled in an evaluation of cognitive behavioral therapy (CBT) for trauma following the 9/11 World Trade Center disaster. Staff at nine agencies serving a predominantly low-income, ethnically diverse population were trained to deliver CBT and structured engagement strategies. A total of 445 youth…

  12. The CBT (R)evolution and the Authoring Engines that Drive It.

    ERIC Educational Resources Information Center

    Hefner, Donna

    1996-01-01

    Provides an overview of developments in computer-based training (CBT) authoring software and reviews the following products: Macromedia's Authorware, Aimtech's CBT Express, Iprax CourseWorks, Intersystem Concepts' Everest, Aimtech's IconAuthor, Innovus Multimedia, Allen Communication's QuestNet+, and Asymetrix's ToolBook II Instructor. A sidebar…

  13. A Conceptual Design Model for CBT Development: A NATO Case Study

    ERIC Educational Resources Information Center

    Kok, Ayse

    2014-01-01

    CBT (computer-based training) can benefit from the modern multimedia tools combined with network capabilities to overcame traditional education. The objective of this paper is focused on CBT development to improve strategic decision-making with regard to air command and control system for NATO staff in virtual environment. A conceptual design for…

  14. Competency-Based Adult Education: Florida Model.

    ERIC Educational Resources Information Center

    Singer, Elizabeth

    This compilation of program materials serves as an introduction to Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, a multi-year project designed to teach adult administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…

  15. Competency-Based Curricula: Another Perspective.

    ERIC Educational Resources Information Center

    Willems, Arnold L.; Brown, Max H.

    1980-01-01

    Points out that man lives in a three-dimensional universe with three-dimensional problems. A competency-based curriculum cannot get the job done by itself. A type of thinking which transcends that required for a competency-based curriculum is called for. (JOW)

  16. Evaluation of the Sustainability and Clinical Outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) in a Child Protection Center

    ERIC Educational Resources Information Center

    Kolko, David J.; Iselin, Anne-Marie R.; Gully, Kevin J.

    2011-01-01

    This paper examines the sustainability and outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) as delivered by practitioners in a community-based child protection program who had received training in the model several years earlier. Formerly described as Abuse-Focused CBT, AF-CBT is an evidence-based treatment (EBT) for…

  17. DACUM: a versatile competency-based framework for staff development.

    PubMed

    DeOnna, Janetta

    2002-01-01

    The purpose of this article is to share a competency-based method of job analysis known as DACUM (Develop A CUrriculuM) that provides a credible and defensible framework for developing job descriptions, identifying training needs, and prioritizing staff development initiatives. The process capitalizes on the power of group synergy, interaction, and consensus and facilitates employer/employee buy-in. It is easily adapted for use in any occupational setting, and may be particularly appreciated during organizational restructuring efforts.

  18. The Effectiveness of Group Training of CBT-Based Stress Management on Anxiety, Psychological Hardiness and General Self-Efficacy among University Students

    PubMed Central

    Jafar, Hamdam Molla; Salabifard, Seddigheh; Mousavi, Seyedeh Maryam; Sobhani, Zahra

    2016-01-01

    Background: Admission to university is a very sensitive period of life for efficient, active, and young workforces in any country, and it is mostly associated with many changes in social and human relationships. These changes lead to anxiety in students. Moreover, humans need certain functions in order to adaptively deal with different life situations and challenges. By training stress management, these functions can help human acquire the required abilities. Objective: The present study was aimed at investigating the effectiveness of stress management training in anxiety, psychological hardiness, and general self-efficacy among university students. Method: The study was a quasi-experimental intervention (pretest-posttest-follow-up) including a control group, it was a fundamental applied study. The statistical population consisted of all students of Islamic Azad University, Karaj, Iran. Convenient sampling was employed to select 30 students who were divided into an experimental group (n=15) and a control group (n=15). Before stress management training, both groups filled out Beck Anxiety Inventory, Long and Goulet scale of psychological hardiness, and General Self-efficacy Scale (GSE-10). Afterwards, the experimental group was provided with stress management training. And after the experiment, the abovementioned questionnaires and scales were responded by the two groups. Finally the collected data were analyzed and compared using one-way MANOVA. Results: The results of MANOVA indicated that there was a significant difference between the two groups in terms of anxiety, hardiness, and general self-efficacy (p<0.001). Conclusion: According to the results of the present study and those of previous investigations that are in agreement with those of the present study, it can be concluded that stress management among university students cause anxiety to drop; moreover, it enhances their psychological hardiness and self-efficacy. In regard with the role and importance of

  19. Kiswahili Competency Based Manual. Revised.

    ERIC Educational Resources Information Center

    Nzioka, Mary; And Others

    This guide is designed for Swahili language training of Peace Corps workers in Kenya, and reflects daily communication needs in that context. It consists of a series of topical lessons that contain simple dialogues, a vocabulary list, explanatory grammar notes, several exercises, and cultural notes. Lesson topics include greetings and…

  20. Competency-Based Education and Educational Psychology.

    ERIC Educational Resources Information Center

    Hohn, Robert L.; Meinke, Dean L.

    1978-01-01

    Competency-based programs offer positive refinement in instructional design, implementation, and evaluation, but a number of unresolved problems offer new challenges and concerns to those teaching educational psychology. (JD)

  1. Portable color multimedia training systems based on monochrome laptop computers (CBT-in-a-briefcase), with spinoff implications for video uplink and downlink in spaceflight operations

    NASA Technical Reports Server (NTRS)

    Scott, D. W.

    1994-01-01

    This report describes efforts to use digital motion video compression technology to develop a highly portable device that would convert 1990-91 era IBM-compatible and/or MacIntosh notebook computers into full-color, motion-video capable multimedia training systems. An architecture was conceived that would permit direct conversion of existing laser-disk-based multimedia courses with little or no reauthoring. The project did not physically demonstrate certain critical video keying techniques, but their implementation should be feasible. This investigation of digital motion video has spawned two significant spaceflight projects at MSFC: one to downlink multiple high-quality video signals from Spacelab, and the other to uplink videoconference-quality video in realtime and high quality video off-line, plus investigate interactive, multimedia-based techniques for enhancing onboard science operations. Other airborne or spaceborne spinoffs are possible.

  2. Development of an Evaluation Model for Competency-Based Instruction. Final Report, July 1, 1978 through June 30, 1979.

    ERIC Educational Resources Information Center

    Hinely, W. H.

    A project was conducted to adapt or develop and field-test an evaluation model for competency-based education, using Florida's Approach to Competency Based Individualized Teaching (FACIT) teacher-training materials for model development and field testing. Because of problems with the production of the FACIT materials, the field test of an…

  3. Competency-Based Education for the Molecular Genetic Pathology Fellow

    PubMed Central

    Talbert, Michael L.; Dunn, S. Terence; Hunt, Jennifer; Hillyard, David R.; Mirza, Imran; Nowak, Jan A.; Van Deerlin, Vivianna; Vnencak-Jones, Cindy L.

    2009-01-01

    The following report represents guidelines for competency-based fellowship training in Molecular Genetic Pathology (MGP) developed by the Association for Molecular Pathology Training and Education Committee and Directors of MGP Programs in the United States. The goals of the effort were to describe each of the Accreditation Council for Graduate Medical Education competencies as they apply to MGP fellowship training, provide a summary of goals and objectives, and recommend assessment tools. These guidelines are particularly pertinent to MGP training, which is a relatively new specialty that operates within a rapidly changing scientific and technological arena. It is hoped that this document will provide additional material for directors of existing MGP programs to consider for improvement of program objectives and enhancement of evaluation tools already in place. In addition, the guidelines should provide a valuable framework for the development of new MGP programs. PMID:19797613

  4. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    ERIC Educational Resources Information Center

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  5. Cosmetology: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    These task analyses are designed to be used in combination with the "Trade and Industrial Education Service Area Resource" in order to implement competency-based education in the cosmetology program in Virginia. The task analysis document contains the task inventory, suggested task sequence lists, and content outlines for the secondary…

  6. Competency-Based Horticulture: Gardening--Groundskeeping.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in gardening/groundskeeping. It contains a master resource list, a listing of gardening/groundskeeping resources available from various states, and 87 competency task sheets organized into 10…

  7. Competency-Based Horticulture. Gardening/Groundskeeping.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    One of two competency-based horticulture curriculum guides developed by an Illinois project, this Gardening/Groundskeeping guide provides the classroom teacher with specific tasks determined by state industry personnel to be necessary for entry-level job placement. It is intended for horticulture education at the senior high school and two-year…

  8. Competency Based Vocational Education Workshop Facilitators Guide.

    ERIC Educational Resources Information Center

    Michigan State Univ., East Lansing. Michigan Center for Career and Technical Education.

    This workshop facilitator's guide is designed to inform professional staff about competency-based vocational education (CBVE) to help eligible persons on public assistance acquire competencies necessary for gainful employment in the following occupational areas: airline reservations and travel services; computer applications; dental care;…

  9. Competency Based Curriculum for Prevocational Exploration Hospitality.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Occupational, Adult, and Safety Education.

    This competency-based curriculum consists of 15 teacher-developed learning packets that have been developed for use by teachers and students during the exploration of various hospitality occupations. Intended to introduce students to a multitude of occupations and to allow time for hands-on experiences in different occupational families, the…

  10. Competency-Based Human Resource Development Strategy

    ERIC Educational Resources Information Center

    Gangani, Noordeen T.; McLean, Gary N.; Braden, Richard A.

    2004-01-01

    This paper explores issues in developing and implementing a competency-based human resource development strategy. The paper summarizes a literature review on how competency models can improve HR performance. A case study is presented of American Medical Systems (AMS), a mid-sized health-care and medical device company, where the model is being…

  11. Indiana Distributive Education Competency Based Model.

    ERIC Educational Resources Information Center

    Davis, Rod; And Others

    This Indiana distributive education competency-based curriculum model is designed to help teachers and local administrators plan and conduct a comprehensive marketing and distributive education program. It is divided into three levels--one level for each year of a three-year program. The competencies common to a variety of marketing and…

  12. Competency-Based Education: An Overview.

    ERIC Educational Resources Information Center

    Herrscher, Barton R.; Watkins, Karen

    Information and exercises in this two-part learning module are provided to acquaint instructors with the educational theory behind competency-based education (CBE) and to help them apply this theory in the classroom. Part I of the module discusses: (1) the defining characteristics of CBE, in which instructional processes are designed to facilitate…

  13. Competency Based Education: A Sociological Study.

    ERIC Educational Resources Information Center

    Graham, Thomas E.

    This study focuses on the Competency Based Education (CBE) movement in a small Ohio school district, asking whether it represents radical change or reenforces status-quo social stratification. CBE was a product of the recent public demand for more educational accountability. It is a radical shift from traditional U.S. education insofar as it…

  14. Competency-Based Preservice Construction Trades Curriculum.

    ERIC Educational Resources Information Center

    Nelms, Howard F.

    Intended for use at Eastern Illinois University in a model curriculum designed to prepare secondary school teachers in the field of residential building, this curriculum guide provides a competency-based preservice construction trades program. The guide is divided into thirteen units as follows: (1) pre-construction planning; (2) structural…

  15. Competency-Based Education: Leadership Challenges

    ERIC Educational Resources Information Center

    Nodine, Thad; Johnstone, Sally M.

    2015-01-01

    Competency-based education (CBE) refers to online and hybrid courses and programs that offer credit or degrees based on evidence of student learning, or competencies, rather than on the amount of time spent in a course. Students work at their own pace, receive personalized academic support, and demonstrate mastery as they progress through their…

  16. Competency-Based Adult Education Report.

    ERIC Educational Resources Information Center

    Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Adult Education.

    This resource guide for adult education personnel describes programs and publications on APL (Adult Performance Level) and Competency-Based Adult Education (CBAE). Includes: (1) Descriptions of APL examination programs developed by the American College Testing Program, (2) brief description of Missouri project on the identification of adult basic…

  17. Issues in Competency Based Assessment: An Overview.

    ERIC Educational Resources Information Center

    Carrell, Lori J.

    Although the competency based assessment "movement" has undergone intense examination and much change, the concept of the competent communicator and the difficulties associated with measuring such proficiencies remain. The progression of terminology used in the literature reflects that what began as lists of skills to be tested so that…

  18. Competency-Based Early Childhood Teacher Education.

    ERIC Educational Resources Information Center

    Rosberg, Merilee

    This paper describes the competency-based early childhood preservice program at Iowa's Mount Mercy College, which is for people working with children from birth through age 8, including children with special needs. Program content encompasses five competency areas: child growth and development; developmentally appropriate learning; health, safety,…

  19. Multi-Cultural Competency-Based Vocational Curricula. Automotive Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on automotive mechanics. This program is designed to run 36 weeks and cover 10 instructional areas: the engine; drive trains--rear ends/drive shafts/manual transmission; carburetor; emission; ignition/tune-up; charging and starting;…

  20. A CBT Approach to Inpatient Psychiatric Hospitalization

    ERIC Educational Resources Information Center

    Masters, Kim J.

    2005-01-01

    During a psychiatric hospitalization of 5 to 10 days, cognitive-behavioral therapy (CBT) strategies can be used for the management of inpatients and to support the transition to outpatient treatment. This format was chosen after several years of frustration dealing with crisis inpatient care. The use of CBT is well known, and it seemed that an…

  1. Does CBT for Youth Anxiety Outperform Usual Care in Community Clinics? An Initial Effectiveness Test

    PubMed Central

    Southam-Gerow, Michael A.; Weisz, John R.; Chu, Brian C.; McLeod, Bryce D.; Gordis, Elana B.; Connor-Smith, Jennifer K.

    2010-01-01

    Objective Most tests of cognitive behavioral therapy (CBT) for youth anxiety disorders have shown beneficial effects, but these have been efficacy trials with recruited youths treated by researcher-employed therapists. One previous (non-randomized) trial in community clinics found that CBT did not outperform usual care (UC). We used a more stringent effectiveness design to test CBT vs. UC among youths referred to community clinics, with all treatment provided by therapists employed in the clinics. Method RCT methodology was used. Therapists were randomized to (a) training and supervision in the Coping Cat CBT program or (b) UC. Forty-eight (48) youths (56% girls; aged 8–15; 38% Caucasian, 33% Latino, 15% African-American) diagnosed with DSM-IV anxiety disorders were randomized to CBT or UC. Results At the end of treatment more than half the youths no longer met criteria for their primary anxiety disorder, but the groups did not differ significantly on symptom (e.g., parent report η2=.0001; child report η2=.09, both differences favoring UC) or diagnostic outcomes (CBT: 66.7% without primary diagnosis; UC: 73.7%; OR=.71). No differences were found with regard to outcomes of comorbid conditions, treatment duration, or costs. However, youths receiving CBT used fewer additional services than UC youths (χ2(1) = 8.82, p = .006). Conclusions CBT did not produce better clinical outcomes than usual community clinic care. This initial test involved a relatively modest sample size; more research is needed to clarify whether there are conditions under which CBT can produce better clinical outcomes than usual clinical care. PMID:20855049

  2. Adapting CBT for traumatized refugees and ethnic minority patients: examples from culturally adapted CBT (CA-CBT).

    PubMed

    Hinton, Devon E; Rivera, Edwin I; Hofmann, Stefan G; Barlow, David H; Otto, Michael W

    2012-04-01

    In this article, we illustrate how cognitive behavioral therapy (CBT) can be adapted for the treatment of PTSD among traumatized refugees and ethnic minority populations, providing examples from our treatment, culturally adapted CBT, or CA-CBT. CA-CBT has a unique approach to exposure (typical exposure is poorly tolerated in these groups), emphasizes the treatment of somatic sensations (a particularly salient part of the presentation of PTSD in these groups), and addresses comorbid anxiety disorders and anger. To accomplish these treatment goals, CA-CBT emphasizes emotion exposure and emotion regulation techniques such as meditation and aims to promote emotional and psychological flexibility. We describe 12 key aspects of adapting CA-CBT that make it a culturally sensitive treatment of traumatized refugee and ethnic minority populations. We discuss three models that guide our treatment and that can be used to design culturally sensitive treatments: (a) the panic attack-PTSD model to illustrate the many processes that generate PTSD in these populations, highlighting the role of arousal and somatic symptoms; (b) the arousal triad to demonstrate how somatic symptoms are produced and the importance of targeting comorbid anxiety conditions and psychopathological processes; and (c) the multisystem network (MSN) model of emotional state to reveal how some of our therapeutic techniques (e.g., body-focused techniques: bodily stretching paired with self-statements) bring about psychological flexibility and improvement.

  3. 2013 CAEL Forum & News: Competency-Based Education

    ERIC Educational Resources Information Center

    Council for Adult and Experiential Learning, 2013

    2013-01-01

    In 2012, CAEL released the report "Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance," which examined the current state of competency-based postsecondary education in the U.S., profiling the various types of competency-based, or competency-focused, models that…

  4. Competency-Based Education: A Framework for Measuring Quality Courses

    ERIC Educational Resources Information Center

    Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

    2015-01-01

    The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…

  5. Suspect an eating disorder? Suggest CBT.

    PubMed

    Schumann, Sarah-Anne

    2009-05-01

    Refer patients with eating disorder not otherwise specified (NOS) for cognitive behavioral therapy. CBT, which has proven to be the most useful behavioral treatment for bulimia, has now been shown to be effective for patients in the NOS category.

  6. Characterization of Air Force Training and Computer-Based Training Systems

    DTIC Science & Technology

    1991-12-01

    ISI and the CBT Inventory would allow a USAF organization to determine their organizational climate for CBT and to match their requirements with...the decision process cleanly into two parts, the idea of assessing the organization’s setting or climate for CBT separate from the kind of CBT system...CBT is not indicated as appropriate, no further action is necessary. The manager has assessed the organizational climate and training requirements and

  7. Assessment. Project Prepare: Competency-Based Personnel Preparation in Early Childhood Education Modules.

    ERIC Educational Resources Information Center

    Pisarchick, Sally E.; And Others

    One of nine competency-based training modules for personnel preparation in early childhood special education, this guide focuses on assessment concepts involving the evaluation of preschoolers for possible disabilities. All modules are adaptable for use with a general audience, direct service personnel, or administrators and are based on the…

  8. An Analysis of the Competency-Based Secondary Mathematics Curriculum in Sri Lanka

    ERIC Educational Resources Information Center

    Egodawatte, Gunawardena

    2014-01-01

    In education, there is a growing interest in the concept of "competency" especially in vocational training and professional development. The concept is strongly associated with the ability to apply knowledge and skills in effective ways in unanticipated situations. In Sri Lanka, a new competency-based mathematics curriculum was…

  9. Developing a Competency-Based Pan-European Accreditation Framework for Health Promotion

    ERIC Educational Resources Information Center

    Battel-Kirk, Barbara; Van der Zanden, Gerard; Schipperen, Marielle; Contu, Paolo; Gallardo, Carmen; Martinez, Ana; Garcia de Sola, Silvia; Sotgiu, Alessandra; Zaagsma, Miriam; Barry, Margaret M.

    2012-01-01

    Background: The CompHP Pan-European Accreditation Framework for Health Promotion was developed as part of the CompHP Project that aimed to develop competency-based standards and an accreditation system for health promotion practice, education, and training in Europe. Method: A phased, multiple-method approach was employed to facilitate consensus…

  10. Not Just Falling over the Line? A Snapshot of Competency-Based Assessment.

    ERIC Educational Resources Information Center

    Dickson, Michelle; Bloch, Barbara

    The implementation of competency-based assessment (CBA) under Australia's National Training Framework was evaluated to provide indicators for improvement in CBA policy and practice. The evaluation included three data collection activities: a survey of 258 teachers, trainers, and assessors (response rate, 43%); a survey of 68 Industry Training…

  11. Competency-Based Medical Education: Developing a Framework for Obstetrics and Gynaecology.

    PubMed

    Caccia, Nicolette; Nakajima, Amy; Scheele, Fedde; Kent, Nancy

    2015-12-01

    The development of a Canadian competency-based medical education (CBME) curriculum in obstetrics and gynaecology, slated to begin in 2017, must be rooted in, and aligned with, the principles of CanMEDS 2015 and Competence by Design. It must also reflect the unique realities of the practice of the specialty. The Dutch Society of Obstetrics and Gynaecology has been at the forefront of the movement to design and implement competency-based training for obstetrics and gynaecology. The Dutch curriculum represents a practical example of how such a program could be developed. Several CBME curricular initiatives have now also begun across Canada.

  12. [Design and implementation of a competency-based curriculum for medical education].

    PubMed

    Risco de Domínguez, Graciela

    2014-01-01

    Competency-based education is a form of designing, developing, delivering and documenting instruction based on a set of objectives and results that have been recommended for medical education. This article describes the steps in the process of designing and implementing a competency-based curriculum at a new medical school in a Peruvian university. We present the process followed including context analysis, mission design, the professional profile, the content and organization of the curriculum as well as the evaluation and resources for the training. Finally, issues and challenges faced, as well as lessons learned are summarized.

  13. Competency-based education in anesthesiology: history and challenges.

    PubMed

    Ebert, Thomas J; Fox, Chris A

    2014-01-01

    The Accreditation Council for Graduate Medical Education is transitioning to a competency-based system with milestones to measure progress and define success of residents. The confines of the time-based residency will be relaxed. Curriculum must be redesigned and assessments will need to be precise and in-depth. Core anesthesiology faculty will be identified and will be the "trained observers" of the residents' progress. There will be logistic challenges requiring creative management by program directors. There may be residents who achieve "expert" status earlier than the required 36 months of clinical anesthesia education, whereas others may struggle to achieve acceptable status and will require additional education time. Faculty must accept both extremes without judgment. Innovative new educational opportunities will need to be created for fast learners. Finally, it will be important that residents embrace this change. This will require programs to clearly define the specific aims and measurement endpoints for advancement and success.

  14. Towards a competency-based framework for nursing management education.

    PubMed

    Pillay, Rubin

    2010-12-01

    Defining a competency-based model for nursing management development will help to establish core competencies for nursing managers which will not only strengthen their practice and provide further learning and development opportunities, but will also provide the basis to focus training and professional development efforts. This paper identifies the competencies important for effective nursing management in the public and private health sectors. A total of 420 senior nursing managers in South Africa were surveyed using a self-administered questionnaire. Respondents had to rate the importance of 51 competency items as it pertains to effective nursing management. Self-management, controlling, health/clinical, organizing, people management, planning and ethical/legal competencies were found the most valuable for optimal nursing management. These findings reflect the reality of the nursing management milieu and will be useful in the design and delivery of management development programmes aimed at enhancing nursing management capacity.

  15. Employer Perspectives on Competency-Based Education. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    Franklin, Chip; Lytle, Robert

    2015-01-01

    Excitement is growing about the potential for competency-based education (CBE) to become a transformative force in higher education. Yet while much of the attention paid to ever-expanding CBE efforts focuses on student and institutional priorities, little effort has been made to understand the perspectives and needs of the employers who must hire…

  16. CBT-I Coach: A Description and Clinician Perceptions of a Mobile App for Cognitive Behavioral Therapy for Insomnia

    PubMed Central

    Kuhn, Eric; Weiss, Brandon J.; Taylor, Katherine L.; Hoffman, Julia E.; Ramsey, Kelly M.; Manber, Rachel; Gehrman, Philip; Crowley, Jill J.; Ruzek, Josef I.; Trockel, Mickey

    2016-01-01

    Study Objectives: This paper describes CBT-I Coach, a patient-facing smartphone app designed to enhance cognitive behavioral therapy for insomnia (CBT-I). It presents findings of two surveys of U.S. Department of Veterans Affairs (VA) CBT-I trained clinicians regarding their perceptions of CBT-I Coach before it was released (n = 138) and use of it two years after it was released (n = 176). Methods: VA-trained CBT-I clinicians completed web-based surveys before and two years after CBT-I Coach was publicly released. Results: Prior to CBT-I Coach release, clinicians reported that it was moderately to very likely that the app could improve care and a majority (87.0%) intended to use it if it were available. Intention to use the app was predicted by smartphone ownership (β = 0.116, p < 0.05) and perceptions of relative advantage to existing CBT-I practices (β = 0.286, p < 0.01), compatibility with their own needs and values (β = 0.307, p < 0.01), and expectations about the complexity of the app (β = 0.245, p < 0.05). Two years after CBT-I Coach became available, 59.9% of participants reported using it with patients and had favorable impressions of its impact on homework adherence and outcomes. Conclusions: Findings suggest that before release, CBT-I Coach was perceived to have potential to enhance CBT-I and address common adherence issues and clinicians would use it. These results are reinforced by findings two years after it was released suggesting robust uptake and favorable perceptions of its value. Citation: Kuhn E, Weiss BJ, Taylor KL, Hoffman JE, Ramsey KM, Manber R, Gehrman P, Crowley JJ, Ruzek JI, Trockel M. CBT-I Coach: a description and clinician perceptions of a mobile app for cognitive behavioral therapy for insomnia. J Clin Sleep Med 2016;12(4):597–606. PMID:26888586

  17. Engagement in Trauma-Specific CBT for Youth Post-9/11.

    PubMed

    Rodriguez, James; Hoagwood, Kimberly Eaton; Gopalan, Geetha; Olin, Serene; McKay, Mary M; Marcus, Sue M; Radigan, Marleen; Chung, Michelle; Legerski, Joanna

    2012-06-01

    Treatment participation was examined among youth enrolled in an evaluation of cognitive behavioral therapy (CBT) for trauma following the 9/11 World Trade Center disaster. Staff at nine agencies serving a predominantly low-income ethnically diverse population were trained to deliver CBT and structured engagement strategies. Four hundred and forty-five youth ages 5-19 were eligible for CBT, and 417 (94%) received at least one treatment session. Pretreatment and treatment show rates and overall dose were examined. Treatment participation rates were higher than those typically reported in community studies of children's mental health services. Regression analyses indicated variability across sites in treatment show rates with the highest rates at where services were delivered in schools. However, sites, demographic factors and trauma symptoms accounted for a small amount of variance in treatment participation overall. The study suggests structured engagement strategies, linked to evidence-based treatments may improve treatment participation for youth.

  18. Assessment to Transform Competency-based Curricula

    PubMed Central

    Demb, Ada; Janke, Kristin Kari; Kelley, Katherine; Scott, Steven A.

    2009-01-01

    The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model. PMID:20221351

  19. CBT Theory and Its Application: A School Phobic Kindergarten Case.

    ERIC Educational Resources Information Center

    Sigmon, Scott B.

    Cognitive behavioral psychology is a new theoretical orientation and when applied in treatment it is known as cognitive behavior therapy (CBT). Theoretically CBT seeks primarily to change cognitions to alter behaviors and to modify cognitions to affect emotions. In general CBT is considered to be an information processing psychology because it…

  20. Teacher's Guide for Competency-Based Vocational Curriculum for Welding.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This teacher's guide is designed to accompany the competency-based education student material for welding (available separately through ERIC--see note.) It consists of five sections and three appendixes. Section 1 discusses the uses of the welding competency-based curriculum along with its purpose and design. Definitions of terms used in the guide…

  1. Mandated Competency-Based Teacher Certification and the Public Interest.

    ERIC Educational Resources Information Center

    Spaulding, Robert L.

    Responding to the current lack of an empirical basis for competency-based teacher certification, Georgia has mandated studies leading to the establishment of empirical criteria. In the Carroll County Competency-Based Teacher Certification Project, the instructional behaviors of some 60 certified teachers and the classroom behaviors of the…

  2. Competency-Based Learning: Definitions, Policies, and Implementation

    ERIC Educational Resources Information Center

    Torres, Aubrey Scheopner; Brett, Jessica; Cox, Joshua

    2015-01-01

    The purpose of this study was to examine how competency-based learning (CBL) is defined across states in the Regional Educational Laboratory Northeast and Islands region and gain insight into barriers and facilitators to implementation of this reform. Many states in the region have started to consider and implement competency-based learning as a…

  3. A competency-based test of bronchoscopic knowledge using the Essential Bronchoscopist: An initial concept study

    PubMed Central

    DAVOUDI, Mohsen; QUADRELLI, Silvia; OSANN, Kathryn; COLT, Henri G.

    2014-01-01

    Background and objective Competency-based training and assessment are increasingly replacing the traditional structure- and process-based model of medical education. The web-based Essential Bronchoscopist (EB) is an open access, laddered, competency-based curriculum of question-answer sets pertaining to basic bronchoscopic knowledge, accessible in five languages. The purpose of this study was to use consensus to evaluate whether question-answer sets (items) from the EB could provide material from which to devise competency-based tests of bronchoscopic knowledge that could be used in countries with different health-care environments. Methods Ten junior and five senior bronchoscopists in Argentina and the USA were asked to identify the material in each of the 186 items of the EB as either ‘not necessary’, ‘necessary’ or ‘absolutely necessary’ for inclusion in a competency-based test of bronchoscopic knowledge. The kappa statistic was used to analyse inter-rater agreement. Results More than 80% of the 30 participants rated 150 of 186 items as necessary or absolutely necessary. Seventy items were rated as absolutely necessary by more than 50% of participants and as necessary or absolutely necessary by more than 90%. There was no statistically significant difference between items selected, based on level of training or environment of practice. Conclusion Consensus among junior and senior bronchoscopists from two culturally different health-care environments demonstrated that question-answer sets from the EB can be used to provide material for competency-based tests of bronchoscopic knowledge. PMID:18713095

  4. Rethinking the Regulatory Environment of Competency-Based Education. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    Lacey, Aaron; Murray, Christopher

    2015-01-01

    In recent years, competency-based education (CBE) has made considerable inroads in higher education. Various institutions have developed or begun developing a range of programs modeled on competency-based principles. CBE is viewed by many, and with good reason, as a potential means to deliver a more effective educational experience at a lower…

  5. Innovate and Evaluate: Expanding the Research Base for Competency-Based Education. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    Kelly, Andrew P.; Columbus, Rooney

    2016-01-01

    Competency-based education (CBE) has garnered significant attention lately from reformers and policymakers. Put simply, CBE awards credit based on what students have learned rather than how much time they spend in class. Competency-based programs identify specific competencies, develop assessments to measure mastery of those competencies, and then…

  6. Competency Based Entrepreneurship Training for Fulton County. Final Report.

    ERIC Educational Resources Information Center

    Johnston, Cheryl

    This report describes a project that reviewed existing materials on all aspects of entrepreneurship likely to be encountered by independent business persons. In addition to the review of books, periodicals, and newspapers, the project interviewed successful Pennsylvania entrepreneurs. A curriculum guide was synthesized that was relevant to the…

  7. Learning to Manage: Transformative Outcomes of Competency-Based Training

    ERIC Educational Resources Information Center

    Hodge, Steven

    2011-01-01

    Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. It is a conception of learning that does not focus on the measurable acquisition of knowledge…

  8. Competency-Based Learning Packages--A Case Study

    ERIC Educational Resources Information Center

    Murray, Norman J. M.

    1976-01-01

    Nontraditional, external degree components of the IPCD (Institute for Personal Career Development) packages are competency based in anticipation of the fulfillment of personal and career objectives rather than for the fulfillment of traditional classroom objectives. (ABM)

  9. [Competency-based medical education: National Catalogue of Learning Objectives in surgery].

    PubMed

    Kadmon, M; Bender, M J; Adili, F; Arbab, D; Heinemann, M K; Hofmann, H S; König, S; Küper, M A; Obertacke, U; Rennekampff, H-O; Rolle, U; Rücker, M; Sader, R; Tingart, M; Tolksdorf, M M; Tronnier, V; Will, B; Walcher, F

    2013-04-01

    Competency-based medical education is a prerequisite to prepare students for the medical profession. A mandatory professional qualification framework is a milestone towards this aim. The National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) of the German Medical Faculty Association (MFT) and the German Medical Association will constitute a basis for a core curriculum of undergraduate medical training. The Surgical Working Group on Medical Education (CAL) of the German Association of Surgeons (DGCH) aims at formulating a competency-based catalogue of learning objectives for surgical undergraduate training to bridge the gap between the NKLM and the learning objectives of individual medical faculties. This is intended to enhance the prominence and visibility of the surgical discipline in the context of medical education. On the basis of different faculty catalogues of learning objectives, the catalogue of learning objectives of the German Association of Orthopedics and Orthopedic Surgery and the Swiss Catalogue of Learning Objectives representatives of all German Surgical Associations cooperated towards a structured selection process of learning objectives and the definition of levels and areas of competencies. After completion the catalogue of learning objectives will be available online on the webpage of the DGCH.

  10. Reflective writing in the competency-based curriculum at the cleveland clinic lerner college of medicine.

    PubMed

    Isaacson, J Harry; Salas, Renee; Koch, Carl; McKenzie, Margaret

    2008-01-01

    The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University is a five-year medical school where the major emphasis is to train physician investigators. In this article we describe our experience with reflective writing in our competency-based medical school, which has reflective practice as one of the nine core competencies. We outline how we use reflective writing as a way to help students develop their reflective practice skills. Reflective writing opportunities, excerpts of student pieces, and faculty and student perspectives are included. We have experienced the value of reflective writing in medical school education and believe elements of our program can be adapted to other training environments.

  11. Aspects of Competence-Based Education as Footholds to Improve the Connectivity between Learning in School and in the Workplace

    ERIC Educational Resources Information Center

    Wesselink, Renate; de Jong, Cees; Biemans, Harm J. A.

    2010-01-01

    Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades. In previous research, a theoretical framework describing the underlying aspects of…

  12. Write Proposals. Module CG B-2 of Category B--Supporting. Competency-Based Career Guidance Modules.

    ERIC Educational Resources Information Center

    Gustafson, Richard A.

    This module is intended to help guidance personnel in a variety of educational and agency settings plan and develop successful proposals to assist in financing the improvement of existing or future career guidance programs. The module is one of a series of competency-based guidance program training packages focusing upon specific professional and…

  13. Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

    ERIC Educational Resources Information Center

    Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

    2010-01-01

    This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

  14. Building an Evaluation Framework for a Competency-Based Graduate Program at the University Of Southern Mississippi

    ERIC Educational Resources Information Center

    Gaudet, Cyndi H.; Annulis, Heather M.; Kmiec, John J., Jr.

    2008-01-01

    This article describes an ongoing project to build a comprehensive evaluation framework for the competency-based Master of Science in Workforce Training and Development (MSWTD) program at The University of Southern Mississippi (USM). First, it discusses some trends and issues in evaluating the performance of higher education programs in the United…

  15. Rebuttal to: A Critical Analysis of Competency Based Systems in Adult Education.

    ERIC Educational Resources Information Center

    Ratcliff, Sandra

    1984-01-01

    Discusses Michael Collins' critique of competency-based education and differentiates among competency-based education (CBE), competency-based adult education (CBAE), and adult performance level (APL). (JOW)

  16. CBT Pilot Program Instructional Guide. Basic Drafting Skills Curriculum Delivered through CAD Workstations and Artificial Intelligence Software.

    ERIC Educational Resources Information Center

    Smith, Richard J.; Sauer, Mardelle A.

    This guide is intended to assist teachers in using computer-aided design (CAD) workstations and artificial intelligence software to teach basic drafting skills. The guide outlines a 7-unit shell program that may also be used as a generic authoring system capable of supporting computer-based training (CBT) in other subject areas. The first section…

  17. Trauma-focused CBT for youth with complex trauma

    PubMed Central

    Mannarino, Anthony P.; Kliethermes, Matthew; Murray, Laura A.

    2013-01-01

    Objectives Many youth develop complex trauma, which includes regulation problems in the domains of affect, attachment, behavior, biology, cognition, and perception. Therapists often request strategies for using evidence-based treatments (EBTs) for this population. This article describes practical strategies for applying Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth with complex trauma. Methods TF-CBT treatment phases are described and modifications of timing, proportionality and application are described for youth with complex trauma. Practical applications include a) dedicating proportionally more of the model to the TF-CBT coping skills phase; b) implementing the TF-CBT Safety component early and often as needed throughout treatment; c) titrating gradual exposure more slowly as needed by individual youth; d) incorporating unifying trauma themes throughout treatment; and e) when indicated, extending the TF-CBT treatment consolidation and closure phase to include traumatic grief components and to generalize ongoing safety and trust. Results Recent data from youth with complex trauma support the use of the above TF-CBT strategies to successfully treat these youth. Conclusions The above practical strategies can be incorporated into TF-CBT to effectively treat youth with complex trauma. Practice implications Practical strategies include providing a longer coping skills phase which incorporates safety and appropriate gradual exposure; including relevant unifying themes; and allowing for an adequate treatment closure phase to enhance ongoing trust and safety. Through these strategies therapists can successfully apply TF-CBT for youth with complex trauma. PMID:22749612

  18. Effectiveness of Modular CBT for Child Anxiety in Elementary Schools

    ERIC Educational Resources Information Center

    Chiu, Angela W.; Langer, David A.; McLeod, Bryce D.; Har, Kim; Drahota, Amy; Galla, Brian M.; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Wood, Jeffrey J.

    2013-01-01

    Most randomized controlled trials of cognitive-behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular…

  19. CBT and Autism Spectrum Disorders: A Comprehensive Literature Review

    ERIC Educational Resources Information Center

    Kincade, Sharon R.; McBride, Dawn Lorraine

    2009-01-01

    The overall intention of this project was to enhance awareness, for those involved with persons on the autism spectrum, of cognitive behaviour therapy (CBT) strategies for treating persons with autism spectrum disorders (ASD). The project involved a literature review on autism and the use of CBT strategies for people with autism spectrum disorders…

  20. Modifying CBT for Perinatal Depression: What Do Women Want?

    ERIC Educational Resources Information Center

    O'Mahen, Heather; Fedock, Gina; Henshaw, Erin; Himle, Joseph A.; Forman, Jane; Flynn, Heather A.

    2012-01-01

    The evidence for the efficacy of CBT for depression during the perinatal period is mixed. This was a qualitative study that aimed to understand the perinatal-specific needs of depressed women in an effort to inform treatment modifications that may increase the relevance and acceptability of CBT during this period. Stratified purposeful sampling…

  1. Evaluation of the sustainability and clinical outcome of alternatives for families: A cognitive-behavioral therapy (AF-CBT) in a child protection center

    PubMed Central

    Iselin, Anne-Marie R.; Gully, Kevin J.

    2011-01-01

    This paper examines the sustainability and outcome of Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) as delivered by practitioners in a community-based child protection program who had received training in the model several years earlier. Formerly described as Abuse-Focused CBT, AF-CBT is an evidence-based treatment (EBT) for child physical abuse and family aggression/conflict that was included in the National Child Traumatic Stress Network’s initial EBT dissemination efforts in 2002. Seven practitioners participated in a year-long Learning Collaborative in AF-CBT and in similar training programs for 4 other EBTs. The agency’s routine data collection system was used to document the clinical and adjustment outcomes of 52 families presenting with a physically abused child who received their services between 2 and 5 years after the AF-CBT training had ended. Measures of the use of all 5 EBTs documented their frequency, internal consistency, and intercorrelations. Controlling for the unique content of the other four EBTs, the amount of AF-CBT Abuse-specific content delivered was related to improvements on standardized parent rating scales (i.e., child externalizing behavior, anger, anxiety, social competence) and both parent and clinician ratings of the child’s adjustment at discharge (i.e., child more safe, less scared/sad, more appropriate with peers). The amount of AF-CBT General content was related to a few discharge ratings (better child prognosis, helpfulness to parents). These novel data provide suggestive evidence for the sustainability and clinical benefits of AF-CBT in an existing community clinic serving physically abused children and their families, and are discussed in the context of key developments in the treatment model and dissemination literature. PMID:21354619

  2. History of Cognitive-Behavioral Therapy (CBT) in Youth

    PubMed Central

    Benjamin, Courtney L.; Puleo, Connor M.; Settipani, Cara A.; Brodman, Douglas M.; Edmunds, Julie M.; Cummings, Colleen M.

    2011-01-01

    Synopsis CBT represents a combination of behavioral and cognitive theories of human behavior and psychopathology, and a melding of emotional, familial, and peer influences. The numerous intervention strategies that comprise CBT reflect its complex and integrative nature and include such topics as extinction, habituation, modeling, cognitive restructuring, problem-solving, and the development of coping strategies, mastery, and a sense of self-control. CBT targets multiple areas of potential vulnerability (e.g., cognitive, behavioral, affective) with developmentally-guided strategies and traverses multiple intervention pathways. Although CBT is often considered the “first line treatment” for many psychological disorders in youth, additional work is necessary to address treatment non-responders and to facilitate the dissemination of efficacious CBT approaches. PMID:21440849

  3. Culturally adapted CBT (CA-CBT) for Latino women with treatment-resistant PTSD: a pilot study comparing CA-CBT to applied muscle relaxation.

    PubMed

    Hinton, Devon E; Hofmann, Stefan G; Rivera, Edwin; Otto, Michael W; Pollack, Mark H

    2011-04-01

    We examined the therapeutic efficacy of a culturally adapted form of CBT (CA-CBT) for PTSD as compared to applied muscle relaxation (AMR) for female Latino patients with treatment-resistant PTSD. Participants were randomized to receive either CA-CBT (n = 12) or AMR (n = 12), and were assessed before treatment, after treatment, and at a 12-week follow-up. The treatments were manualized and delivered in the form of group therapy across 14 weekly sessions. Assessments included a measure of PTSD, anxiety, culturally relevant idioms of distress (nervios and ataque de nervios), and emotion regulation ability. Patients receiving CA-CBT improved significantly more than in the AMR condition. Effect size estimates showed very large reductions in PTSD symptoms from pretreatment to posttreatment in the CA-CBT group (Cohen's d = 2.6) but only modest improvements in the AMR group (0.8). These results suggest that CA-CBT can be beneficial for previously treatment-resistant PTSD in Latino women.

  4. A Competency-Based Program in Counselor Education.

    ERIC Educational Resources Information Center

    Gavilan, Marisal R.; Ryan, Colleen A.

    1979-01-01

    Describes a competency-based master's degree counselor education program using Stufflebeam's CIPP model. This represents four kinds of evaluation: context, input, process, and product. This results in a vital system in which evaluation and feedback are ongoing, enabling evaluators and decision makers to maintain a program responsive to those it…

  5. Competency Based Education Curriculum for Energy Efficient Building Construction.

    ERIC Educational Resources Information Center

    Cole, John; And Others

    This competency-based curriculum for energy-efficient building construction is intended to educate students in the importance of conserving energy and to provide for developing skills needed in the application of energy-saving techniques that result in energy-efficient buildings. Each of the eight units is based on one to five competencies. For…

  6. Competency-Based Nursing Career Ladder Model. Final Report.

    ERIC Educational Resources Information Center

    Wilson, Janie Menchaca; And Others

    An open-entry/open-exit competency-based nursing career ladder model was developed to demonstrate the articulation process from high school through licensed vocational nursing (LVN), associate degree nursing (ADN), and baccalaureate degree-level nursing (BSN) programs. The model was based on data obtained from a review of the literature on (1)…

  7. A Competency-Based Marriage of School and Model Stores

    ERIC Educational Resources Information Center

    Strate, James

    1977-01-01

    Discusses the trend toward the use of competency-based model/school stores in teaching entry-level job skills to distributive education students. A model/school store curriculum is described and illustrations of model store use in the classroom, laboratory, and in Distributive Education Clubs of America (DECA) are provided. (SH)

  8. Competency-Based Route to Vertical Curriculum Articulation.

    ERIC Educational Resources Information Center

    Burger, Laura; And Others

    What competency-based instruction is and how it can help improve vertical articulation between the curriculum of secondary and postsecondary vocational-technical education programs in Minnesota is the focus of this booklet. Explanation consists of responses to the following questions: (1) What is vertical curriculum articulation? (2) What is…

  9. Insects and Diseases. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  10. Planting Turf. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on planting turf is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The eight sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  11. Resource Guide to Competency-Based Vocational Education: Health Occupations.

    ERIC Educational Resources Information Center

    Foster, Phillip R., Comp.

    This resource guide for classroom teachers contains annotations of resources representing recent instructional development in competency-based education for health occupations. It is also intended to assist curriculum specialists, administrators, and supervisors in development of performance-based instructional programs. The guide is divided into…

  12. Some Thoughts on Thinking in Competency-Based Education.

    ERIC Educational Resources Information Center

    Steg, Doreen R.

    This paper considers the possibility and desirability of competency-based education. It examines the present status of behavioral objectives and reviews a recent assessment of most empirical studies on behavioral objectives. It then presents a comparative consideration and assessment of the following teaching models: (1) the impression model, (2)…

  13. SCID: A Competency-Based Curriculum Development Model.

    ERIC Educational Resources Information Center

    Norton, Robert E.

    To provide structure for developing curriculum for Competency Based Education (CBE), an effective and efficient model, Systematic Curriculum and Instructional Development (SCID), has been devised. SCID has five phases: analysis, design, development, implementation, and evaluation. Each of 23 components involves several steps, some optional. Phase…

  14. Teaching Representations of Competency-Based Education. A Case Study

    ERIC Educational Resources Information Center

    Covarrubias-Papahiu, Patricia

    2016-01-01

    The aim of this research was to know how the Competency-Based Education (CBE) approach is represented by professors who are part of the professional education of psychologists, and the challenges and implications of, in their opinion, incorporating it in the classroom practice. Therefore, a research was conducted to know the type of…

  15. Competency-Based Curriculum for Prevocational Exploration. Personal Service.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Occupational, Adult, and Safety Education.

    This competency-based curriculum was designed to aid teachers in West Virginia to provide students with information about careers in the personal services occupational cluster. The curriculum guide contains 43 lessons, organized into the four areas of attendant services, barber and beauty services, commercial services, and residential services,…

  16. Gardener and Landscape Worker. Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Long, Diana

    This secondary-level, competency-based curriculum contains modules for Gardener and Landscape Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Gardener and Landscape Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

  17. Tractor Mechanic--Teacher's Guide. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    McCann, Edward W.

    This teacher's guide is designed to accompany the Tractor Mechanic Competency Based Education (CBE) Curriculum (CE 022 480). The following information is included: a discussion of the uses of the Tractor Mechanic CBE curriculum; definitions of related terms; the table of contents for the Tractor Mechanic CBE curriculum; a list of competencies by…

  18. Prevocational Exploration Communications and Media. Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Occupational, Adult, and Safety Education.

    This competency-based communications and media-cluster curriculum is designed for use by teachers and students at the early high school level during the exploration of a variety of occupations. The purpose of the materials is to assist students in assessing whether or not they would like to prepare for these kinds of occupations. The curriculum…

  19. Maintaining the Landscape. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on maintaining the landscape is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

  20. A Competency-Based Human Resource Development Strategy

    ERIC Educational Resources Information Center

    Gangani, Noordeen; McLean, Gary N.; Braden, Richard A.

    2006-01-01

    This article explores some of the major issues in developing and implementing a competency-based human resource development strategy. The article summarizes a brief literature review on how competency models can be developed and implemented to improve employee performance. A case study is presented of American Medical Systems (AMS), a mid-sized…

  1. Tractor Mechanic--Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    McCann, Edward W.

    Developed to assist vocational agricultural mechanics students in learning to be tractor mechanics, this curriculum guide contains all the student competency sheets which comprise this competency-based curriculum. These competency sheets are categorized under sixteen instructional units. The first two units cover employment opportunities and…

  2. Competency-Based Education Programs: A Library Perspective

    ERIC Educational Resources Information Center

    Sanders, Colleen

    2015-01-01

    Competency-based education (CBE) is an emerging model for higher education designed to reduce certain barriers to educational attainment. This essay describes CBE and the challenges and opportunities for academic librarians desiring to serve students and faculty in Library and Information Management Master of Library Science (MLS) programs. Every…

  3. Competency-Based Education Curriculum for Machine Shop. Teacher's Guide.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This teacher's guide is designed to accompany the machine shop competency-based education curriculum for secondary students in West Virginia. It has been developed to facilitate use of the curriculum by instructors of machine shop programs. The teacher's guide contains the following material: an explanation of the curriculum and suggested usage; a…

  4. Competency-Based Education Curriculum for Machine Shop. Student Material.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This publication contains the student material for the machine shop competency-based education curriculum for secondary students in West Virginia. It has been developed to facilitate the learning of skills necessary for a career as a machinist. The tasks in the curriculum are those actually performed on the job. The materials are intended for use…

  5. Manufacturing Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in manufacturing occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of manufacturing occupations, an overview of the competency-based instructional…

  6. Construction Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in construction occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of construction occupations, and an overview of the competency-based instructional…

  7. Competency Based Vocational Education Typing I and Typing II.

    ERIC Educational Resources Information Center

    Brown, G. Lee; Mahan, Louise

    Materials are provided for two competency-based educational courses in Typing I and II for the community college level. The first course covers the touch method operation of the typewriter; the second covers the extension of the touch method and develops such skills as production of business letters, manuscripts, carbon copies, tabulation, tables,…

  8. Competency Based Curriculum for Prevocational Exploration Consumer and Homemaking.

    ERIC Educational Resources Information Center

    Reese, Clara; Chenoweth, Roberta

    This competency-based prevocational exploration curriculum is designed to provide occupational information and hands-on experiences pertaining to consumer and homemaking occupations to ninth- and tenth-grade students. The curriculum consists of 45 learning pacs, 43 of which cover one service occupation each. Information for each service occupation…

  9. Agricultural Production: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the agricultural production program. Section 1 contains a validated task inventory for agricultural production. Tasks are divided into 10 duty areas: orienting the student to agricultural production,…

  10. Dental Aide: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Newport News Public Schools, VA.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the dental aide program. Section 1 contains a validated task inventory for dental aide. For each task, applicable information pertaining to performance and enabling objectives, criterion-referenced…

  11. Health. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on health is divided into ten topics. The topics included are Nutrition, Reproduction, Menstruation, Contraception, Alcohol Abuse, Tobacco, Immunization, Disease, Accident Prevention, and…

  12. Competency-Based Adult Vocational Education Project. Final Report.

    ERIC Educational Resources Information Center

    Auburn Univ., AL. Dept. of Vocational and Adult Education.

    This applied project recognized the priority to identify, describe, and evaluate existing vocational education programs that are coordinated with the adult performance level (APL) competency based approach. Furthermore, the project supported the value of developing and testing one or more models for APL/vocational education interface. In order to…

  13. Competency-Based Occupational Programs: Identification, Structuring, and Evaluation.

    ERIC Educational Resources Information Center

    Pensacola Junior Coll., FL.

    This publication presents results of the third phase of a Pensacola Junior College project to develop certain vocational programs as competency-based education. A brief narrative discusses the entire project--especially phase 3, which involved identification and definition of those competencies expected by an employer using input from an advisory…

  14. College for America: Student-Centered, Competency-Based Education

    ERIC Educational Resources Information Center

    Clerkin, Kris; Simon, Yvonne

    2014-01-01

    This article presents a new model of education that works with employers to help their employees gain the skills and credentials needed for promotions and career mobility. Southern New Hampshire University's College for America, a competency-based education model for working adults, increases their access to, and the convenience of higher…

  15. Soils and Fertilizers. Competency Based Teaching Materials in Horticulture.

    ERIC Educational Resources Information Center

    Legacy, Jim; And Others

    This competency-based curriculum unit on soils and fertilizers is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline taking soil samples, testing samples, preparing soil for…

  16. Nursery and Greenhouse Worker. Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Long, Diana

    This secondary-level, competency-based curriculum contains 11 modules for Nursery and Greenhouse Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Nursery and Greenhouse Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

  17. Design and Management of a Competency Based Teacher Education Program.

    ERIC Educational Resources Information Center

    Glass, Thomas E.

    A model of competency based teacher education for kindergarten through grade 12, and the processes by which it was developed, are explained. A data sheet on each of seventeen competencies identifies the desired teacher competency, pupil performance objectives under the Michigan Educational Assessment Program, enabling criteria for the campus and…

  18. Student Material for Competency-Based Education Curriculum for Welding.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This student welding competency-based education curriculum consists of six units dealing with general areas related to trade occupations and nine units covering specific aspects of working with welding equipment and performing welding operations. Topics covered in the first six units are welding opportunities, human relations, safety, basic…

  19. Competency-Based Hiring Interviews and University Teaching Performance

    ERIC Educational Resources Information Center

    Ellis, Jerald K.

    2014-01-01

    The purpose of this study was to determine if a pre-hire structured interview with competency-based behavioral questions can be linked to the teaching performance ratings of faculty at member institutions of the Florida State University System (SUS). Insights gained from this investigation can support the initiative for a proactive Human Resource…

  20. Competency Based Modular Experiments in Polymer Science and Technology.

    ERIC Educational Resources Information Center

    Pearce, Eli M; And Others

    1980-01-01

    Describes a competency-based, modular laboratory course emphasizing the synthesis and characterization of polymers and directed toward senior undergraduate and/or first-year graduate students in science and engineering. One module, free-radical polymerization kinetics by dilatometry, is included as a sample. (CS)

  1. Competency-Based Education and Federal Student Aid

    ERIC Educational Resources Information Center

    Porter, Stephen R.

    2016-01-01

    Competency-based education is increasingly popular because of the flexibility it provides for students seeking a postsecondary credential. Current federal student aid, however, is geared toward supporting students in traditional, time-based degree programs. This paper discusses why current approaches to federal student aid are not supportive of…

  2. Electrical Installation and Maintenance: A Competency-Based Curriculum Manual.

    ERIC Educational Resources Information Center

    Ball, Peggy, Ed.; And Others

    Described is a competency-based community college curriculum for programs in electrical installation and maintenance. The initial curriculum development project involved identifying career opportunities, determining the skills (tasks) required for each job, and analyzing each task for necessary competencies and performance criteria. Project…

  3. Effectiveness of modular CBT for child anxiety in elementary schools.

    PubMed

    Chiu, Angela W; Langer, David A; McLeod, Bryce D; Har, Kim; Drahota, Amy; Galla, Brian M; Jacobs, Jeffrey; Ifekwunigwe, Muriel; Wood, Jeffrey J

    2013-06-01

    Most randomized controlled trials of cognitive-behavioral therapy (CBT) for children with anxiety disorders have evaluated treatment efficacy using recruited samples treated in research settings. Clinical trials in school settings are needed to determine if CBT can be effective when delivered in real world settings. This study evaluated a modular CBT program for childhood anxiety disorders in two elementary schools. Forty children (5-12 years old) with anxiety disorders, referred by teachers and school staff, were randomly assigned to modular CBT or a 3-month waitlist. Clinicians worked with individual families as well as teachers and school staff. Evaluators blind to treatment condition conducted structured diagnostic interviews and caregivers and children completed symptom checklists at pre- and posttreatment. The primary study outcome, the Clinical Global Impressions-Improvement scale, yielded a positive treatment response at posttreatment for 95.0% of CBT participants, as compared with only 16.7% of the waitlist participants. CBT also outperformed the waitlist on diagnostic outcomes and caregiver-report measures of anxiety. Treatment effects did not extend beyond anxiety diagnoses and symptoms. Results suggest that modular CBT delivered within the elementary school setting may be effective for the treatment of child anxiety disorders. A replication of the study results with a larger sample is indicated.

  4. Measuring Mastery: Best Practices for Assessment in Competency-Based Education. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    McClarty, Katie Larsen; Gaertner, Matthew N.

    2015-01-01

    Competency-based education (CBE) programs are growing in popularity as an alternative path to a postsecondary degree. Freed from the seat-time constraints of traditional higher education programs, CBE students can progress at their own pace and complete their postsecondary education having gained relevant and demonstrable skills. The CBE model has…

  5. The Landscape of Competency-Based Education: Enrollments, Demographics, and Affordability. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    Kelchen, Robert

    2015-01-01

    Competency-based education (CBE), broadly defined as a form of higher education in which credit is provided on the basis of student learning rather than credit or clock hours, has begun to catch the attention of federal and state policymakers, foundations, and colleges. Among the model's promising features are its potential to lower college costs…

  6. The Student Experience: How Competency-Based Education Providers Serve Students. AEI Series on Competency-Based Higher Education

    ERIC Educational Resources Information Center

    Baker, Rachel B.

    2015-01-01

    The rise of competency-based education (CBE) has redefined what college looks like for a growing number of students. The basic idea underlying CBE is simple: programs award credit based on demonstrated student competencies rather than on the amount of time a student has spent in a given course. Recent advances in technology, including online…

  7. How not to learn cognitive-behavioral therapy (CBT).

    PubMed

    Trinidad, Antolin C

    2007-01-01

    Would-be learners of cognitive-behavioral therapy (CBT) may be hampered by learning traps that impede effective acquisition of the skills necessary to provide this type of therapy to clients. Among these pitfalls are the possibility of isolation, therapeutic fanaticism, lack of seriousness, therapeutic drift, and thinking CBT is antipsychodynamic or antipsychoanalytic. The author advocates immersion learning of CBT, arguing that theoretical learning must be supplemented by supervision and active use of the method in one's patients. Presented are two case vignettes demonstrating therapeutic drift and therapeutic fanaticism to highlight potential therapeutic impasses that may ensue from these pitfalls.

  8. Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

    PubMed

    Young, Lynne; Frost, Linda J; Bigl, Julie; Clauson, Marion; McRae, Cora; Scarborough, Kathy S; Murphy, Sue; Jillings, Carol; Gillespie, Frank

    2010-01-01

    In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005). The goal of the curriculum was to prepare nurses through a four-level career pathway model that contextualized practice and education theory to various education-related roles and levels of experience within the practice setting. Over 1,100 nurses participated in this innovative intersectoral nursing initiative.

  9. Competency-based certification project. Phase I: Job analysis.

    PubMed

    Gessaroli, M E; Poliquin, M

    1994-08-01

    The Canadian Association of Medical Radiation Technologists (C.A.M.R.T.) is transforming its existing certification process into a competency-based process, consistent with the knowledge and skills required by entry-level radiography, radiation therapy and nuclear medicine technology practitioners. The project concurs with the change in focus advocated by the Conjoint Committee on Allied Medical Education Accreditation. The Committee supports new accreditation requirements that, among other things, place more emphasis on competency-based learning outcomes. Following is the first of three papers prepared by the C.A.M.R.T. to explain the project and the strategy for its implementation, focusing respectively on each phase. This paper discusses Phase One: the job analysis.

  10. Competency-based medical education: theory to practice.

    PubMed

    Frank, Jason R; Snell, Linda S; Cate, Olle Ten; Holmboe, Eric S; Carraccio, Carol; Swing, Susan R; Harris, Peter; Glasgow, Nicholas J; Campbell, Craig; Dath, Deepak; Harden, Ronald M; Iobst, William; Long, Donlin M; Mungroo, Rani; Richardson, Denyse L; Sherbino, Jonathan; Silver, Ivan; Taber, Sarah; Talbot, Martin; Harris, Kenneth A

    2010-01-01

    Although competency-based medical education (CBME) has attracted renewed interest in recent years among educators and policy-makers in the health care professions, there is little agreement on many aspects of this paradigm. We convened a unique partnership - the International CBME Collaborators - to examine conceptual issues and current debates in CBME. We engaged in a multi-stage group process and held a consensus conference with the aim of reviewing the scholarly literature of competency-based medical education, identifying controversies in need of clarification, proposing definitions and concepts that could be useful to educators across many jurisdictions, and exploring future directions for this approach to preparing health professionals. In this paper, we describe the evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design. In this paradigm, competence and related terms are redefined to emphasize their multi-dimensional, dynamic, developmental, and contextual nature. CBME therefore has significant implications for the planning of medical curricula and will have an important impact in reshaping the enterprise of medical education. We elaborate on this emerging CBME approach and its related concepts, and invite medical educators everywhere to enter into further dialogue about the promise and the potential perils of competency-based medical curricula for the 21st century.

  11. CBT for Nightmares in OEF/OIF Veterans

    DTIC Science & Technology

    2013-07-01

    cognitive-behavioral treatments for PTSD-related recurrent nightmares and other sleep difficulties in Veterans of Operation Enduring Freedom (OEF) and...PTSD) symptoms. A cognitive-behavioral treatment ( CBT ), Imagery Rehearsal (IR), appears to have promise for successfully treating nightmares. This...the efficacy of these two forms of CBT for nightmares; and 3) to explore possible neurobiological correlates of treatment -related changes in

  12. The Use of Small Groups in Computer-Based Training: A Review of Recent Literature.

    ERIC Educational Resources Information Center

    Stephenson, Stanley D.

    1994-01-01

    Recent work in small-group computer-based training (CBT) reveals that the approach does not necessarily lead to higher achievement. Many of the studies, however, have methodological weaknesses. If proper guidance and structure can be provided to group members, using small group CBT should lead to higher achievement than individual CBT. (Contains…

  13. Randomized, Controlled Trial of CBT Training for PTSD Providers

    DTIC Science & Technology

    2013-10-01

    and Therapy, 47, 902-909. Shapiro, F. (2001). Eye movement desensitization and reprocessing ( EMDR ): Basic principles...Hopper, E. K., Korn, D. L., & Simpson, W. B. (2007). A randomized clinical trial of eye movement desensitization and reprocessing ( EMDR ), fluoxetine...Josef Ruzek, Ph.D. CONTRACTING ORGANIZATION: Palo Alto Institute for Research and Education Palo Alto, CA 94304 REPORT

  14. Randomized, Controlled Trial of CBT Training for PTSD Providers

    DTIC Science & Technology

    2013-10-01

    and Therapy, 47, 902-909. Shapiro, F. (2001). Eye movement desensitization and reprocessing ( EMDR ): Basic principles, protocols, and procedures...Simpson, W. B. (2007). A randomized clinical trial of eye movement desensitization and reprocessing ( EMDR ), fluoxetine, and pill placebo in the...21702 DISTRIBUTION STATEMENT: Approved for Public Release; Distribution Unlimited The views, opinions

  15. Dissemination of CBTI to the non-sleep specialist: protocol development and training issues.

    PubMed

    Manber, Rachel; Carney, Colleen; Edinger, Jack; Epstein, Dana; Friedman, Leah; Haynes, Patricia L; Karlin, Bradley E; Pigeon, Wilfred; Siebern, Allison T; Trockel, Mickey

    2012-04-15

    Strong evidence supports the efficacy of cognitive behavioral therapy for insomnia (CBTI). A significant barrier to wide dissemination of CBTI is the lack of qualified practitioners. We describe challenges and decisions made when developing a CBTI dissemination program in the Veterans Health Administration (VHA). The program targets mental health clinicians from different disciplines (psychiatry, psychology, social work, and nursing) with varying familiarity and experience with general principles of cognitive behavioral therapies (CBT). We explain the scope of training (how much to teach about the science of sleep, comorbid sleep disorders, other medical and mental health comorbidities, and hypnotic-dependent insomnia), discuss adaptation of CBTI to address the unique challenges posed by comorbid insomnia, and describe decisions made about the strategy of training (principles, structure and materials developed/recommended). Among these decisions is the question of how to balance the structure and flexibility of the treatment protocol. We developed a case conceptualization-driven approach and provide a general session-by-session outline. Training licensed therapists who already have many professional obligations required that the training be completed in a relatively short time with minimal disruptions to training participants' routine work responsibilities. These "real-life" constraints shaped the development of this competency-based, yet pragmatic training program. We conclude with a description of preliminary lessons learned from the initial wave of training and propose future directions for research and dissemination.

  16. Advancing Competency-Based Medical Education: A Charter for Clinician-Educators.

    PubMed

    Carraccio, Carol; Englander, Robert; Van Melle, Elaine; Ten Cate, Olle; Lockyer, Jocelyn; Chan, Ming-Ka; Frank, Jason R; Snell, Linda S

    2016-05-01

    The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.

  17. Provide Career Guidance to Girls and Women. Module CG C-13 of Category C--Implementing. Competency-Based Career Guidance Modules.

    ERIC Educational Resources Information Center

    Birk, Janice M.; Colby, Pamela G.

    This learning module, one in a series of competency-based guidance program training packages focusing upon professional and paraprofessional competencies of guidance personnel, deals with providing career guidance to girls and women. Addressed in the module are the following topics: society's influence on shaping differential roles and behaviors…

  18. Re-engineering Competency-Based Education through the Use of a Multimedia CD-ROM. A Matter of Life and Death.

    ERIC Educational Resources Information Center

    Wilkinson, Joanne

    2002-01-01

    Describes a cost-effective process for delivering large-scale life support training in a medical center, a situation with high risk and low tolerance for incompetence. Discusses the reengineered credentialing system that delivers competency-based instruction via multimedia CD-ROM. (SK)

  19. Competence-Based Teacher Education: Illusion or Reality? An Assessment of the Implementation Status in Flanders from Teachers' and Students' Points of View

    ERIC Educational Resources Information Center

    Struyven, Katrien; De Meyst, Marijke

    2010-01-01

    Since 1998, the Flanders' educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have gone by, and institutions have acted in order to achieve the competence-based goals. However, have they succeeded in implementing them? This is the…

  20. Computer-Based Training of Recipe Conversion with Lower Aptitude Students. Technical Report June, 1974-June 1975.

    ERIC Educational Resources Information Center

    Fredericks, Patricia S.; Hoover-Rice, Leonard B.

    This study tested the feasibility of computer-based training (CBT) for students with below average academic skills, and evaluated a job performance aid used in recipe conversation for the Mess Management Specialist School. There were 20 students in each of three groups: two CBT experimental groups and a control group. One CBT group received the…

  1. Planning, Executing, and Evaluating Competency-Based Instruction. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book C.

    ERIC Educational Resources Information Center

    Roth, Gene; Tesolowski, Dennis

    This handbook is the third in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The 13 units of instruction in this handbook are concerned with the content of the 14 competencies included in the category, "Planning, Executing, and Evaluating Competency-Based Instruction." Units are designed to…

  2. Integrating Competency-Based Instruction into Vocational Education. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book B.

    ERIC Educational Resources Information Center

    Roth, Gene; Tesolowski, Dennis

    This handbook is the second in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The seven units of instruction in this handbook are concerned with the content of the eight competencies included in the category, "Integrating Competency-Based Instruction into Vocational Education." Units are…

  3. The Application of Artificial Intelligence Principles to Teaching and Training

    ERIC Educational Resources Information Center

    Shaw, Keith

    2008-01-01

    This paper compares and contrasts the use of AI principles in industrial training with more normal computer-based training (CBT) approaches. A number of applications of CBT are illustrated (for example simulations, tutorial presentations, fault diagnosis, management games, industrial relations exercises) and compared with an alternative approach…

  4. Computer-Based Training: An Institutional Approach.

    ERIC Educational Resources Information Center

    Barker, Philip; Manji, Karim

    1992-01-01

    Discussion of issues related to computer-assisted learning (CAL) and computer-based training (CBT) describes approaches to electronic learning; principles underlying courseware development to support these approaches; and a plan for creation of a CAL/CBT development center, including its functional role, campus services, staffing, and equipment…

  5. AI in Computer-Based Training

    ERIC Educational Resources Information Center

    Camstra, Bert

    2008-01-01

    In this paper, intelligent approaches to CBT are put into several perspectives in an attempt to elucidate the concepts and give them a more realistic (and not only glamorous) footing. The role of expert systems in training is explored and possible routes towards intelligent CBT are outlined. [This paper was first published in "Interactive Learning…

  6. A Competency-Based Framework for Health Education Specialists-2015.

    PubMed

    Shelton, Melissa E

    2016-11-01

    A Competency-Based Framework for Health Education Specialists-2015 is a new publication by the National Commission for Health Education Credentialing Inc., and the Society for Public Health Education, Inc. This new publication is a vital resource to identify and describe the latest Responsibilities, Competencies, and Subcompetencies that are important to contemporary health education/promotion practice. The book describes the methods and results of the updated psychometric study of the Health Education Specialist Practice Analysis project. The study results have implications for professional preparation, credentialing, and professional development of health education specialists. The Seven Areas of Responsibility contain a comprehensive set of Competencies and Subcompetencies defining the role of the health education specialist and serve as the basis of the Certified Health Education Specialist and Master Certified Health Education Specialist exams.

  7. A competency-based longitudinal core curriculum in medical neuroscience.

    PubMed

    Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

    2014-07-29

    Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study.

  8. Online self-administered training for post-traumatic stress disorder treatment providers: design and methods for a randomized, prospective intervention study

    PubMed Central

    2012-01-01

    This paper presents the rationale and methods for a randomized controlled evaluation of web-based training in motivational interviewing, goal setting, and behavioral task assignment. Web-based training may be a practical and cost-effective way to address the need for large-scale mental health training in evidence-based practice; however, there is a dearth of well-controlled outcome studies of these approaches. For the current trial, 168 mental health providers treating post-traumatic stress disorder (PTSD) were assigned to web-based training plus supervision, web-based training, or training-as-usual (control). A novel standardized patient (SP) assessment was developed and implemented for objective measurement of changes in clinical skills, while on-line self-report measures were used for assessing changes in knowledge, perceived self-efficacy, and practice related to cognitive behavioral therapy (CBT) techniques. Eligible participants were all actively involved in mental health treatment of veterans with PTSD. Study methodology illustrates ways of developing training content, recruiting participants, and assessing knowledge, perceived self-efficacy, and competency-based outcomes, and demonstrates the feasibility of conducting prospective studies of training efficacy or effectiveness in large healthcare systems. PMID:22583520

  9. Online self-administered training for post-traumatic stress disorder treatment providers: design and methods for a randomized, prospective intervention study.

    PubMed

    Ruzek, Josef I; Rosen, Raymond C; Marceau, Lisa; Larson, Mary Jo; Garvert, Donn W; Smith, Lauren; Stoddard, Anne

    2012-05-14

    This paper presents the rationale and methods for a randomized controlled evaluation of web-based training in motivational interviewing, goal setting, and behavioral task assignment. Web-based training may be a practical and cost-effective way to address the need for large-scale mental health training in evidence-based practice; however, there is a dearth of well-controlled outcome studies of these approaches. For the current trial, 168 mental health providers treating post-traumatic stress disorder (PTSD) were assigned to web-based training plus supervision, web-based training, or training-as-usual (control). A novel standardized patient (SP) assessment was developed and implemented for objective measurement of changes in clinical skills, while on-line self-report measures were used for assessing changes in knowledge, perceived self-efficacy, and practice related to cognitive behavioral therapy (CBT) techniques. Eligible participants were all actively involved in mental health treatment of veterans with PTSD. Study methodology illustrates ways of developing training content, recruiting participants, and assessing knowledge, perceived self-efficacy, and competency-based outcomes, and demonstrates the feasibility of conducting prospective studies of training efficacy or effectiveness in large healthcare systems.

  10. Trauma-Focused CBT for Youth who Experience Ongoing Traumas

    PubMed Central

    Cohen, Judith A.; Mannarino, Anthony P.; Murray, Laura A.

    2011-01-01

    Many youth experience ongoing trauma exposure, such as domestic or community violence. Clinicians often ask whether evidence-based treatments containing exposure components to reduce learned fear responses to historical trauma are appropriate for these youth. Essentially the question is, if youth are desensitized to their trauma experiences, will this in some way impair their responding to current or ongoing trauma? The paper addresses practical strategies for implementing one evidence-based treatment, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth with ongoing traumas. Collaboration with local therapists and families participating in TF-CBT community and international programs elucidated effective strategies for applying TF-CBT with these youth. These strategies included: 1) enhancing safety early in treatment; 2) effectively engaging parents who experience personal ongoing trauma; and 3) during the trauma narrative and processing component focusing on a) increasing parental awareness and acceptance of the extent of the youths’ ongoing trauma experiences; b) addressing youths’ maladaptive cognitions about ongoing traumas; and c) helping youth differentiate between real danger and generalized trauma reminders. Case examples illustrate how to use these strategies in diverse clinical situations. Through these strategies TF-CBT clinicians can effectively improve outcomes for youth experiencing ongoing traumas. PMID:21855140

  11. Therapist Factors and Outcomes in CBT for Anxiety in Youth.

    PubMed

    Podell, Jennifer L; Kendall, Philip C; Gosch, Elizabeth A; Compton, Scott N; March, John S; Albano, Anne-Marie; Rynn, Moira A; Walkup, John T; Sherrill, Joel T; Ginsburg, Golda S; Keeton, Courtney P; Birmaher, Boris; Piacentini, John C

    2013-04-01

    This study examined the relationship between therapist factors and child outcomes in anxious youth who received cognitive-behavioral therapy (CBT) as part of the Child-Adolescent Anxiety Multimodal Study (CAMS). Of the 488 youth who participated in the CAMS project, 279 were randomly assigned to one of the CBT conditions (CBT only or CBT plus sertraline). Participants included youth (ages 7-17; M = 10.76) who met criteria for a principal anxiety disorder. Therapists included 38 cognitive-behavioral therapists. Therapist style, treatment integrity, and therapist experience were examined in relation to child outcome. Child outcome was measured via child, parent, and independent evaluator report. Therapists who were more collaborative and empathic, followed the treatment manual, and implemented it in a developmentally appropriate way had youth with better treatment outcomes. Therapist "coach" style was a significant predictor of child-reported outcome, with the collaborative "coach" style predicting fewer child-reported symptoms. Higher levels of therapist prior clinical experience and lower levels of prior anxiety-specific experience were significant predictors of better treatment outcome. Findings suggest that although all therapists used the same manual-guided treatment, therapist style, experience, and clinical skills were related to differences in child outcome. Clinical implications and recommendations for future research are discussed.

  12. Characteristics and Components of the TADS CBT Approach

    PubMed Central

    Rohde, Paul; Feeny, Norah C.; Robins, Michele

    2007-01-01

    In this paper, we describe the Acute phase of a cognitive-behavioral therapy (CBT) developed for and utilized in the Treatment for Adolescents with Depression Study (TADS). The Acute phase of TADS CBT consists of eight skills that were considered essential to any CBT intervention for adolescent depression (e.g., mood monitoring, increasing pleasant activities, identifying cognitive distortions and developing realistic counter-thoughts). In addition, five optional individual CBT skills (e.g., relaxation, affect regulation) can be incorporated into treatment, depending on the needs of the adolescent. We describe each of these individual skills by reviewing the rationale for their inclusion in the treatment protocol and describing the format that is used to teach the skill area. Recommendations are provided for dealing with common challenges that can occur in the teaching of each skill module. It is our hope that clinicians will find this a useful introduction to this particular form of treatment and a practical guide to dealing with clinical problems common to the delivery of any cognitive behavioral intervention with depressed teens. PMID:17581639

  13. Processes of Change in CBT of Adolescent Depression: Review and Recommendations

    ERIC Educational Resources Information Center

    Webb, Christian A.; Auerbach, Randy P.; DeRubeis, Robert J.

    2012-01-01

    A growing body of research supports the efficacy of cognitive-behavioral therapy (CBT) for adolescent depression. The mechanisms through which CBT exerts its beneficial effects on adolescent patients suffering from depression, however, remain unclear. The current article reviews the CBT for adolescent depression process literature. Our review…

  14. Development of CBT for chemotherapy-related cognitive change: results of a waitlist control trial

    PubMed Central

    Ferguson, Robert J.; McDonald, Brenna C.; Rocque, Michael A.; Furstenberg, Charlotte T.; Horrigan, Susan; Ahles, Tim A.; Saykin, Andrew J.

    2014-01-01

    Objective To evaluate the efficacy of a brief cognitive-behavioral therapy (CBT) that is being developed for management of cognitive dysfunction following chemotherapy among breast cancer survivors. Memory and Attention Adaptation Training (MAAT) is a brief CBT designed to improve the quality of life and function among cancer survivors with post-chemotherapy cognitive complaints. Methods An initial, two-group (MAAT versus waitlist, no treatment control), randomized clinical trial (RCT) was conducted. Forty stage I and II female breast cancer survivors (mean age = 50; SD = 6.4) were randomized to conditions and assessed at baseline, post-treatment (8 weeks) and 2-month follow-up assessment points on measures of: (1) self-reported daily cognitive failures; (2) quality of life; and (3) neuropsychological performance. Participants were also assessed for satisfaction with MAAT. Results With education and IQ as covariates, MAAT participants made significant improvements relative to controls on the spiritual well-being subscale of the quality of life measure and on verbal memory, but statistical significance was not achieved on self-report of daily cognitive complaints. However, moderate-to-large effect sizes were observed on these outcomes. Participants gave MAAT high satisfaction ratings. Conclusions Although this initial RCT is a small study, MAAT participants appear to improve on one measure of quality of life and verbal memory performance relative to no treatment controls and rate MAAT with high satisfaction. These data are encouraging and support the continued development and evaluation of MAAT efficacy. PMID:22271538

  15. Individual and group CBT and IPT for Puerto Rican adolescents with depressive symptoms.

    PubMed

    Rosselló, Jeannette; Bernal, Guillermo; Rivera-Medina, Carmen

    2008-07-01

    This study compared individual (I) to group (G) formats of cognitive-behavioral therapy (CBT) and interpersonal psychotherapy (IPT) for the treatment of depression in adolescents. One hundred and 12 Puerto Rican adolescents were randomized to four conditions (CBT-I, CBT-G, IPT-I, IPT-G). Participants were assessed at pretreatment and posttreatment with structured interviews to establish diagnosis and with self-report measures to assess treatment outcome. The results suggest that CBT and IPT are robust treatments in both group and individual formats. However, CBT produced significantly greater decreases in depressive symptoms and improved self-concept than IPT. The implications of these findings are discussed.

  16. Competency-Based Education Curriculum for Prevocational Health Exploration. Teacher's Guide.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    This publication is the teacher's guide for the competency-based curriculum in prevocational health exploration for secondary students in West Virginia. After the introduction, which provides a rationale for competency-based instruction in the prevocational curriculum, the following sections are included in the guide: development and validation of…

  17. Therapeutic Recreation Education: Guidelines for a Competency-Based Entry-Level Curriculum.

    ERIC Educational Resources Information Center

    Kelley, Jerry D.; And Others

    The book contains guidelines for a competency-based entry-level curriculum in therapeutic recreation. An introductory session discusses the rationale for and process of developing a competency-based curriculum. Suggested learning activities and performance criteria are listed for each objective in the following 10 modules: philosophical and…

  18. An Evaluation of Competency-Based School Programs in a Learning for Mastery Setting.

    ERIC Educational Resources Information Center

    Strasler, Gregg M.; And Others

    The Competency-based Middle School Program (grades 6-8) and the Competency-based Secondary School Project (grades 9-11) were funded by the South Carolina State Department of Education under the Elementary Secondary Education Act Title IV-C. These programs were to provide instruction based on the principles of mastery learning in helping middle…

  19. The Competency-Based Movement in Student Affairs: Implications for Curriculum and Professional Development

    ERIC Educational Resources Information Center

    Eaton, Paul William

    2016-01-01

    This article examines the limitations and possibilities of the emerging competency-based movement in student affairs. Using complexity theory and postmodern educational theory as guiding frameworks, examination of the competency-based movement will raise questions about overapplication of competencies in graduate preparation programs and…

  20. Researching the Competence-Based Curriculum: Preface to a Case Study of Four Urban Secondary Schools

    ERIC Educational Resources Information Center

    Downey, Christopher; Byrne, Jenny; Souza, Ana

    2013-01-01

    This introductory article accompanies three further articles forming a case study research project undertaken to describe the experience of four urban secondary schools implementing a competence-based curriculum for students in their first year of secondary education. The nature of such competence-based curricula is discussed in the context of…

  1. The CB Reader. A Guide to Understanding the Competency-Based Adult Education Movement.

    ERIC Educational Resources Information Center

    Parker, James T., Ed.; Taylor, Paul G., Ed.

    This monograph contains eleven exemplary articles that focus on topics related to competency-based adult education. Among the articles included are (1) Competency Based Education: Is It Applicable to Adult Education Programs?, by James E. Hertling; (2) What Adult Performance Level Is--and Is Not, by William G. Spady; (3) Competency Based…

  2. Emergence and Outlook of Competence-Based Education in European Education Systems: An Overview

    ERIC Educational Resources Information Center

    Tchibozo, Guy

    2011-01-01

    This contribution takes stock on the emergence of competence-based education in European Union (EU) countries. The article explains how economic constraints but also educational motives led educational policies and systems in the EU to shift to competence-based education. The related instructional frame and concepts are presented, as are the major…

  3. A Report on the Region V Conference on Competency Based Teacher Education.

    ERIC Educational Resources Information Center

    Applegate, William K.; Weaver, Marita A.

    The conference report on competency based teacher education in Region 5 contains the full texts of 12 addresses by key conference participants: Personnel Development in Occupational Education in Illinois, Sherwood Dees; One State's (Illinois') Approach to Competency Based Teacher Education, William Reynolds; Planning for Personnel Development…

  4. Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes

    ERIC Educational Resources Information Center

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards…

  5. Blending toward Competency. Early Patterns of Blended Learning and Competency-Based Education in New Hampshire

    ERIC Educational Resources Information Center

    Freeland, Julia

    2014-01-01

    As the education field strives to differentiate and personalize learning to cater to each student, two related movements are gaining attention: competency-based education and blended learning. In competency-based models, students advance on the basis of mastery, rather than according to the traditional methods of counting progress in terms of time…

  6. Evaluating the Effects of Competency-Based Web Learning on Self-Directed Learning Aptitudes

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng

    2007-01-01

    The main aim of the study is to evaluate the impact of the competency-based web learning material (CBWLM) on the self-directed learning aptitude (SDLA) of college students. Specifically, it seeks to investigate, statistically, the changes in SDLAs at different stages of competency-based web learning (CBWL) over an eight-week period. The sample of…

  7. Competency-Based Vocational Education and Self-Paced Learning. Monograph Series.

    ERIC Educational Resources Information Center

    Watson, Anthony

    This paper highlights the main features and proposed advantages of competency-based vocational education (CBVE) through an examination of three competency-based programs n operation. The programs examined are those of Holland College, Charlottetown, Prince Edward Island, Canada; Northeast Metro Technical College, White Bear Lake, Minnesota; and…

  8. It's Not a Matter of Time: Highlights from the 2011 Competency-Based Summit

    ERIC Educational Resources Information Center

    Sturgis, Chris; Patrick, Susan; Pittenger, Linda

    2011-01-01

    From Anchorage, Alaska, to Orlando, Florida, and from Gray, Maine, to Yuma, Arizona, one hundred competency-based innovators gathered at the Competency-Based Learning Summit in March 2011. Sponsored by the Council of Chief State School Officers (CCSSO) and the International Association for K-12 Online Learning (iNACOL), the Summit was developed in…

  9. When Success Is the Only Option: Designing Competency-Based Pathways for Next Generation Learning

    ERIC Educational Resources Information Center

    Sturgis, Chris; Patrick, Susan

    2010-01-01

    This exploration into competency-based innovation at the school, district, and state levels suggests that competency-based pathways are a re-engineering of this nation's education system around learning--a re-engineering designed for success in which failure is no longer viable. This discussion draws on interviews and site visits with innovators…

  10. Marketing and Distribution: Career Education: A Must for Competency-Based DE.

    ERIC Educational Resources Information Center

    Chapman, Alberta

    1979-01-01

    Distributive education teachers who use competency-based instruction must help students narrow their career choices to one or a few so that the chosen competencies can be developed from specific competency learning packets. Career counseling, classroom storage and display of career and competency-based materials, and classroom management are…

  11. Competency-Based Performance Appraisals: Improving Performance Evaluations of School Nutrition Managers and Assistants/Technicians

    ERIC Educational Resources Information Center

    Cross, Evelina W.; Asperin, Amelia Estepa; Nettles, Mary Frances

    2009-01-01

    Purpose: The purpose of the research was to develop a competency-based performance appraisal resource for evaluating school nutrition (SN) managers and assistants/technicians. Methods: A two-phased process was used to develop the competency-based performance appraisal resource for SN managers and assistants/technicians. In Phase I, draft…

  12. A Competency-Based Guided-Learning Algorithm Applied on Adaptively Guiding E-Learning

    ERIC Educational Resources Information Center

    Hsu, Wei-Chih; Li, Cheng-Hsiu

    2015-01-01

    This paper presents a new algorithm called competency-based guided-learning algorithm (CBGLA), which can be applied on adaptively guiding e-learning. Computational process analysis and mathematical derivation of competency-based learning (CBL) were used to develop the CBGLA. The proposed algorithm could generate an effective adaptively guiding…

  13. Treatment of residual insomnia after CBT for PTSD: case studies.

    PubMed

    DeViva, Jason C; Zayfert, Claudia; Pigeon, Wilfred R; Mellman, Thomas A

    2005-04-01

    Insomnia is one of the most common symptoms of posttraumatic stress disorder (PTSD). Evidence suggests that insomnia may persist for many PTSD patients after other symptoms have responded to cognitive-behavioral therapy (CBT). The present article reports the effects of administering a five-session cognitive-behavioral insomnia treatment to 5 patients who responded to CBT for PTSD yet continued to report insomnia. Insomnia treatment was associated with improvements on subjective sleep measures (Pittsburgh Sleep Quality Index, Insomnia Severity Index, and Beliefs and Attitudes about Sleep Scale) and self-monitored sleep efficiency and related measures in 4 of 5 cases. Results highlight issues specific to treating insomnia in trauma populations and future directions for examining treatment of insomnia associated with PTSD.

  14. Computer-Based Training at a Military Medical Center: Understanding Decreased Participation in Training among Staff and Ways to Improve Completion Rates

    ERIC Educational Resources Information Center

    Lavender, Julie

    2013-01-01

    Military health care facilities make extensive use of computer-based training (CBT) for both clinical and non-clinical staff. Despite evidence identifying various factors that may impact CBT, the problem is unclear as to what factors specifically influence employee participation in computer-based training. The purpose of this mixed method case…

  15. CBT for Nightmares in OEF/OIF Veterans

    DTIC Science & Technology

    2012-07-01

    examines the efficacy of two cognitive-behavioral treatments for PTSD-related recurrent nightmares and other sleep difficulties in Veterans of Operation...other Pos ttraumatic Stress Disorder (PTSD) symptoms. A cognitive-behavioral treatment ( CBT ), Imagery Rehearsal (IR), appears to have promise for...of treatment -related changes in nightmare frequency and sleep quality, focusing on noradrenergic systems. One hundred and fift een OEF/OIF

  16. Feasibility of guided cognitive behaviour therapy (CBT) self-help for childhood anxiety disorders in primary care.

    PubMed

    Creswell, Cathy; Hentges, Francoise; Parkinson, Monika; Sheffield, Paul; Willetts, Lucy; Cooper, Peter

    2010-03-01

    Anxiety disorders in childhood are common, disabling and run a chronic course. Cognitive behaviour therapy (CBT) is effective but expensive and trained therapists are scarce. Guided self-help treatments may be a means of widening access to treatment. This study aimed to examine the feasibility of guided CBT self-help in primary care for childhood anxiety disorders, specifically in terms of therapist adherence, patient and therapist satisfaction and clinical gain.Participants were children aged between five and 12 years referred to two primary child and adolescent mental health services (PCAMHSs) in Oxfordshire, UK, who met diagnostic criteria for a primary anxiety disorder. Of the 52 eligible children, 41 anxious children were assessed for anxiety severity and interference before and after receiving CBT self-help delivered via a parent (total therapy time = five hours) by primary mental health workers (PMHWs). Therapy sessions were rated for treatment adherence and parents and PMHWs completed satisfaction questionnaires after treatment completion. Over 80% of therapy sessions were rated at a high level of treatment adherence. Parents and PMHWs reported high satisfaction with the treatment. Sixty-one percent of the children assessed no longer met the criteria for their primary anxiety disorder diagnosis following treatment, and 76% were rated as 'much'/'very much' improved on the Clinical Global Impression-Improvement (CGI-I) scale. There were significant reductions on parent and child report measures of anxiety symptoms, interference and depression. Preliminary exploration indicated that parental anxiety was associated with child treatment outcome. The findings suggest that guided CBT self-help represents a promising treatment for childhood anxiety in primary care.

  17. Defining competency-based evaluation objectives in family medicine

    PubMed Central

    Lawrence, Kathrine; Allen, Tim; Brailovsky, Carlos; Crichton, Tom; Bethune, Cheri; Donoff, Michel; Laughlin, Tom; Wetmore, Stephen; Carpentier, Marie-Pierre; Visser, Shaun

    2011-01-01

    Abstract Objective To develop key features for priority topics previously identified by the College of Family Physicians of Canada that, together with skill dimensions and phases of the clinical encounter, broadly describe competence in family medicine. Design Modified nominal group methodology, which was used to develop key features for each priority topic through an iterative process. Setting The College of Family Physicians of Canada. Participants An expert group of 7 family physicians and 1 educational consultant, all of whom had experience in assessing competence in family medicine. Group members represented the Canadian family medicine context with respect to region, sex, language, community type, and experience. Methods The group used a modified Delphi process to derive a detailed operational definition of competence, using multiple iterations until consensus was achieved for the items under discussion. The group met 3 to 4 times a year from 2000 to 2007. Main findings The group analyzed 99 topics and generated 773 key features. There were 2 to 20 (average 7.8) key features per topic; 63% of the key features focused on the diagnostic phase of the clinical encounter. Conclusion This project expands previous descriptions of the process of generating key features for assessment, and removes this process from the context of written examinations. A key-features analysis of topics focuses on higher-order cognitive processes of clinical competence. The project did not define all the skill dimensions of competence to the same degree, but it clearly identified those requiring further definition. This work generates part of a discipline-specific, competency-based definition of family medicine for assessment purposes. It limits the domain for assessment purposes, which is an advantage for the teaching and assessment of learners. A validation study on the content of this work would ensure that it truly reflects competence in family medicine. PMID:21998245

  18. Competency-based healthcare management education: the Saint Louis University experience.

    PubMed

    Campbell, Claudia R; Lomperis, Ana Maria Turner; Gillespie, Kathleen N; Arrington, Barbara

    2006-01-01

    As a follow up to a school-wide initiative to create a common set of competencies for all degree programs in the Saint Louis University School of Public Health, in January 2000 the Department of Health Management and Policy (HMP, renamed from the Department of Health Administration in 2002) began a process to develop a competency-based curriculum for its Master of Health Administration (MHA) degree program with the goal of establishing a foundation for systematically measuring the learning outcomes of its students as they progressed through the program. This article describes how the department developed a set of competencies most appropriate for graduate training in healthcare management, how it incorporated these into its overall MHA program curriculum and content, and how effective this approach has been in measuring student progress in mastering these competencies over the first two years of this initiative. The problems and challenges encountered during this process are discussed, as are the next steps for effectively using competencies to assess healthcare management program learning outcomes. Our experience provides a model for other healthcare management programs considering using an outcomes approach for curriculum development and assessment.

  19. Competency-based medical education in two Sub-Saharan African medical schools

    PubMed Central

    Kiguli-Malwadde, Elsie; Olapade-Olaopa, E Oluwabunmi; Kiguli, Sarah; Chen, Candice; Sewankambo, Nelson K; Ogunniyi, Adesola O; Mukwaya, Solome; Omaswa, Francis

    2014-01-01

    Background Relatively little has been written on Medical Education in Sub-Saharan Africa, although there are over 170 medical schools in the region. A number of initiatives have been started to support medical education in the region to improve quality and quantity of medical graduates. These initiatives have led to curricular changes in the region, one of which is the introduction of Competency-Based Medical Education (CBME). Institutional reviews This paper presents two medical schools, Makerere University College of Health Sciences and College of Medicine, University of Ibadan, which successfully implemented CBME. The processes of curriculum revision are described and common themes are highlighted. Both schools used similar processes in developing their CBME curricula, with early and significant stakeholder involvement. Competencies were determined taking into consideration each country’s health and education systems. Final competency domains were similar between the two schools. Both schools established medical education departments to support their new curricula. New teaching methodologies and assessment methods were needed to support CBME, requiring investments in faculty training. Both schools received external funding to support CBME development and implementation. Conclusion CBME has emerged as an important change in medical education in Sub-Saharan Africa with schools adopting it as an approach to transformative medical education. Makerere University and the University of Ibadan have successfully adopted CBME and show that CBME can be implemented even for the low-resourced countries in Africa, supported by external investments to address the human resources gap. PMID:25525404

  20. A Competency-Based Program for Electronic Gaming Equipment Repair.

    ERIC Educational Resources Information Center

    Hardman, James R.

    This program is designed to provide entry-level training to individuals (especially workers displaced from industry) who desire employment as "slot technicians" in the casino industry. The 96-hour course includes both classroom instruction and hands-on experience. Sources for direct purchase of required manuals are provided. The 13…

  1. Tamazight: A Competency-Based Curriculum, Beginning & Intermediate Students.

    ERIC Educational Resources Information Center

    Azaguagh, Lahcen

    The Peace Corps volunteer language training materials for the Moroccan language Tamazight are designed for group, individual, or self-instruction. An introductory section gives the learner an overview of language characteristics, the materials, and their design. The main section of the materials is divided into three parts. The first contains 16…

  2. Maslow and Field Experiences in Competency-Based Teacher Education.

    ERIC Educational Resources Information Center

    Warner, Allen R.

    Student teaching is examined in relation to Maslow's theory of human motivation that proposes an inherent human tendency toward self-actualization. It is pointed out that the majority of student teachers operate in fear as they enter their final phase of teacher training, and according to Maslow, they are operating at the safety level, concerned…

  3. Competency-Based Adult High School Completion Student Services Guide.

    ERIC Educational Resources Information Center

    Singer, Elizabeth; And Others

    Designed as part of a 310 Special Demonstration and Teacher Training Project undertaken at Brevard Community College, this student services guide contains information to assist adult education administrators, counselors, instructors, and office personnel in meeting the needs of students enrolled in adult/community education schools. Primary…

  4. Tashelheet: A Competency-Based Curriculum, Beginning & Intermediate Students.

    ERIC Educational Resources Information Center

    Lamjaimer, Rashid

    The Peace Corps volunteer language training materials for the Moroccan language Tashelheet are designed for group, individual, or self-instruction. An introductory section gives the learner an overview of language characteristics, the materials, and their design. The main section of the materials is divided into two parts. The first contains 16…

  5. Auto Body Repair--Teacher's Guide. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Radio Corp. of America, Palo Alto, CA. Education Systems.

    This instructor's guide is designed to be used as a reference and an aid in implementing the auto body repair curriculum for training auto body repairers, shop estimators, or auto painters. (See note regarding companion student materials.) Introductory sections describe briefly the methods of identification and validation of job titles and…

  6. Competency-Based Teacher Education versus the Real World: Some Natural Limitations to Bureaucratic Reform.

    ERIC Educational Resources Information Center

    Hilbert, Richard A.

    1982-01-01

    Asserts that Competency Based Teacher Education as a social science is extremely inadequate, and that attempts to standardize teaching through formal performance criteria ought to be viewed as the bureaucratization of education. (Author/ML)

  7. Competency-Based Education and the Factors Influencing Its Implementation in Traditional Institutions.

    ERIC Educational Resources Information Center

    Joyner, Charles W.

    1994-01-01

    Discusses the implementation of competency-based education and the Developing a Curriculum process (DACUM) in Canada. Provides definitions of the processes and their impact on school administrators, faculty and staff, and students. (JOW)

  8. Multi-Cultural Competency-Based Vocational Curricula. Fiberglass Technician. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on fiberglass technician. This program covers 12 instructional areas: orientation, safety, introduction to fiberglass-reinforced plastics, hand lay-up, introduction to equipment operation, chopper operation, gel-coat equipment, finish and…

  9. Multi-Cultural Competency-Based Vocational Curricula. Machine Trades. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on machine trades. This program is designed to run 36 weeks and cover 6 instructional areas: use of measuring tools; benchwork/tool bit grinding; lathe work; milling work; precision grinding; and combination machine work. A duty-task index…

  10. Postsecondary Support for Competency-Based High School Transcripts: Lessons from the Competency-Based Transcripts Postsecondary Convening (Washington, DC, May 29-30, 2014)

    ERIC Educational Resources Information Center

    Achieve, Inc., 2015

    2015-01-01

    In December 2013, while attending Achieve's Annual State Leadership Team Meeting in Alexandria, VA, leaders from Connecticut, Maine, New Hampshire, Rhode Island, and Vermont issued a call to action to create a national movement for postsecondary leaders to signal their support for proficiency-based and competency-based high school diplomas and…

  11. Planning and Organizing the Vocational Education Learning Environment for Competency-Based Instruction. Microcomputer Applications for Vocational Teachers: A Competency-Based Approach--Book D.

    ERIC Educational Resources Information Center

    Roth, Gene; Tesolowski, Dennis

    This handbook is the fourth in a series of five competency-based resource guides on microcomputer applications for vocational teachers. The six units of instruction in this handbook are concerned with the content of the seven competencies included in the category, "Planning and Organizing the Vocational Education Learning Environment for…

  12. Multi-Cultural Competency-Based Vocational Curricula. Clerical Clusters. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on clerical occupations. This program is designed to run 36 weeks and cover 10 instructional areas: beginning typing, typing I, typing II, duplicating, receptionist activities, general office procedures, operation of electronic calculator,…

  13. Multi-Cultural Competency-Based Vocational Curricula. Combination Welding. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on combination welding. This program is designed to run 28 weeks and cover 11 instructional areas: operation of oxyacetylene equipment, oxyacetylene track torch, related equipment, Beverly shears for strip steel, portable welding equipment,…

  14. Multi-Cultural Competency-Based Vocational Curricula. Auto Body Repair. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on auto body repair. This program is designed to run 40 weeks and cover 7 instructional areas: use of basic repair tools; metal bumping (theory and practice); metal refinishing (theory and practice); panel replacement; glass work; spot…

  15. Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

    ERIC Educational Resources Information Center

    Hepburn, Larry; Shin, Masako

    This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables,…

  16. Train better by computer

    SciTech Connect

    Furgang, S.R.

    1989-01-01

    Computer-based training (CBT) is used in a new approach to training refinery operators. The system was developed at Mobil's U.S. headquarters, with field help. In the early 1980s the authors evaluated the mainframe Plato system from Control Data, considered by most the ''granddad'' of CBT systems. A couple of years later, when the CPM-based micro computers became popular, they traded in Plato for stand-alone desktop that offered most of the same features without the mainframe's cost and connectivity limitations. Their evaluation continued into the mid-1980s after IBM established its PC line which became the corporate hardware standard. CBT is both right for the times and particularly suited to the hydrocarbon processing industry's needs. Mobil has taken significant steps to benefit from all that CBT offers by developing two curricula for operator training. The first, the Fundamentals Series, provides the background needed for any operations assignment. The second curriculum, the Advanced Series, covers specific process unit job training.

  17. The Irritable Bowel Syndrome Outcome Study (IBSOS): Rationale and design of a randomized, placebo-controlled trial with 12 month follow up of self- versus clinician-administered CBT for moderate to severe irritable bowel syndrome

    PubMed Central

    Lackner, Jeffrey M.; Keefer, Laurie; Jaccard, James; Firth, Rebecca; Brenner, Darren; Bratten, Jason; Dunlap, Laura J.; Byroads, Mark

    2012-01-01

    Irritable bowel syndrome is a common, oftentimes disabling, gastrointestinal disorder whose full range of symptoms has no satisfactory medical or dietary treatment. One of the few empirically validated treatments includes a specific psychological therapy called cognitive behavior therapy which, if available, is typically administered over several months by trained practitioners in tertiary care settings. There is an urgent need to develop more efficient versions of CBT that require minimal professional assistance but retain the efficacy profile of clinic based CBT. The Irritable Bowel Syndrome Outcome Study (IBSOS) is a multicenter, placebo-controlled randomized trial to evaluate whether a self-administered version of CBT is, at least as efficacious as standard CBT and more efficacious than an attention control in reducing core GI symptoms of IBS and its burden (e.g. distress, quality of life impairment, etc) in moderately to severely affected IBS patients. Additional goals are to assess, at quarterly intervals, the durability of treatment response over a 12 month period; to identify clinically useful patient characteristics associated with outcome as a way of gaining an understanding of subgroups of participants for whom CBT is most beneficial; to identify theory-based change mechanisms (active ingredients) that explain how and why CBT works; and evaluate the economic costs and benefits of CBT. Between August 2010 when IBSOS began recruiting subjects and February 2012, the IBSOS randomized 171 of 480 patients. Findings have the potential to improve the health of IBS patients, reduce its social and economic costs, conserve scarce health care resources, and inform evidence-based practice guidelines. PMID:22846389

  18. Treatment Engagement and Response to CBT among Latinos with Anxiety Disorders in Primary Care

    PubMed Central

    Chavira, Denise A.; Golinelli, Daniela; Sherbourne, Cathy; Stein, Murray B.; Sullivan, Greer; Bystritsky, Alexander; Rose, Raphael D.; Lang, Ariel J.; Campbell-Sills, Laura; Welch, Stacy; Bumgardner, Kristin; Glenn, Daniel; Barrios, Velma; Roy-Byrne, Peter; Craske, Michelle

    2014-01-01

    Objective In the current study, we compare measures of treatment outcome and engagement for Latino and non-Latino White patients receiving a cognitive-behavioral therapy (CBT) program delivered in primary care. Method Participants were 18–65 years old and recruited from 17 clinics at four different sites to participate in a randomized controlled trial for anxiety disorders, which compared the CALM intervention (consisting of CBT, medication, or both) to usual care. Of those participants who were randomized to the intervention arm and selected CBT (either alone or in combination with medication), 85 were Latino and 251 were non-Latino White; the majority of the Latino participants received the CBT intervention in English (n = 77). Blinded assessments of clinical improvement and functioning were administered at baseline, and at 6, 12, and 18 months after baseline. Measures of engagement, including attendance, homework adherence, understanding of CBT principles, and commitment to treatment were assessed weekly during the CBT intervention. Results Findings from propensity weighted linear and logistic regression models revealed no statistically significant differences between Latinos and non-Latino Whites on symptom measures of clinical improvement and functioning at almost all time points. There were significant differences on two of seven engagement outcomes, namely number of sessions attended and patients’ understanding of CBT principles. Conclusions These findings suggest that CBT can be an effective treatment approach for Latinos who are primarily English speaking and likely more acculturated, although continued attention should be directed toward engaging Latinos in such interventions. PMID:24660674

  19. Computer-Assisted CBT for Child Anxiety: The Coping Cat CD-ROM

    ERIC Educational Resources Information Center

    Khanna, Muniya S.; Kendall, Philip C.

    2008-01-01

    Empirical data support the efficacy of cognitive-behavioral therapy (CBT) for child anxiety, but there is need and merit in the development and evaluation of cost-effective and transportable CBT approaches. Relatedly, a widely endorsed goal is the dissemination of evidence-based treatments from research clinics to community settings.…

  20. Cognitive-Behavioral Therapy for Suicide Prevention (CBT-SP): Treatment Model, Feasibility, and Acceptability

    ERIC Educational Resources Information Center

    Stanley, Barbara; Brown, Gregory; Brent, David A.; Wells, Karen; Poling, Kim; Curry, John; Kennard, Betsy D.; Wagner, Ann; Cwik, Mary F.; Klomek, Anat Brunstein; Goldstein, Tina; Vitiello, Benedetto; Barnett, Shannon; Daniel, Stephanie; Hughes, Jennifer

    2009-01-01

    Objective: To describe the elements of a manual-based cognitive-behavioral therapy for suicide prevention (CBT-SP) and to report its feasibility in preventing the recurrence of suicidal behavior in adolescents who have recently attempted suicide. Method: The CBT-SP was developed using a risk reduction and relapse prevention approach and…

  1. Escitalopram for persistent symptoms of generalized anxiety disorder after CBT: a pilot study.

    PubMed

    Schneier, Franklin R; Belzer, Kenneth D; Kishon, Ronit; Amsel, Lawrence; Simpson, Helen Blair

    2010-06-01

    Cognitive behavioral therapy (CBT) and pharmacotherapy are each efficacious for generalized anxiety disorder (GAD). It is not known, however, whether GAD partial and nonresponders to one treatment modality benefit from the other. This study explored acceptability and efficacy of escitalopram for persons with persistent GAD symptoms after a course of CBT. Twenty-four patients with GAD were treated with CBT and 15 completed at least 12 sessions. Eight completers continued to have clinically significant symptoms and were offered 12 weeks of treatment with escitalopram, and 7 started escitalopram treatment. During CBT, patients evidenced significant improvement in GAD, depression, and quality of life. During escitalopram treatment, patients evidenced trends toward further improvement in GAD, depression, and quality of life. Escitalopram phase completers had initially reported low-to-moderate preferences for medication treatment. Escitalopram may benefit GAD patients with clinically significant symptoms after CBT and merits further study under controlled conditions in a larger sample.

  2. Competency-based medical education: An overview and application in pharmacology

    PubMed Central

    Shah, Nilima; Desai, Chetna; Jorwekar, Gokul; Badyal, Dinesh; Singh, Tejinder

    2016-01-01

    Competency-based medical education (CBME) is gaining momentum across the globe. The Medical Council of India has described the basic competencies required of an Indian Medical Graduate and designed a competency-based module on attitudes and communication. Widespread adoption of a competency-based approach would mean a paradigm shift in the current approach to medical education. CBME, hence, needs to be reviewed for its usefulness and limitations in the Indian context. This article describes the rationale of CBME and provides an overview of its components, i.e., competency, entrustable professional activity, and milestones. It elaborates how CBME could be implemented in an institute, in the context of basic sciences in general and pharmacology in particular. The promises and perils of CBME that need to be kept in mind to maximize its gains are described. PMID:28031599

  3. Cognitive-Behavioral Therapy versus Temporal Pulse Amplitude Biofeedback Training for Recurrent Headache

    ERIC Educational Resources Information Center

    Martin, Paul R.; Forsyth, Michael R.; Reece, John

    2007-01-01

    Sixty-four headache sufferers were allocated randomly to cognitive-behavioral therapy (CBT), temporal pulse amplitude (TPA) biofeedback training, or waiting-list control. Fifty-one participants (14M/37F) completed the study, 30 with migraine and 21 with tension-type headache. Treatment consisted of 8, 1-hour sessions. CBT was highly effective,…

  4. Integrating theories and concepts: formulation driven CBT for a client with a diagnosis of schizo-affective disorder.

    PubMed

    Harper, Sean F

    2013-01-01

    Therapists working with people who have complex problems associated with psychosis may find it difficult to apply currently available cognitive behavioural therapy (CBT) manuals to client's presenting problems. This can lead to activation of negative therapist beliefs about themselves, the client or the therapy and subsequent problems maintaining the therapeutic relationship. This paper describes the integration of a range of models and concepts derived from CBT which were used to assist one such client with complex problems associated with psychosis. As such, it is proposed that taking a flexible, formulation driven approach to therapy can assist therapists to remain client centred and work effectively. The therapy described draws on a number of concepts including those taken from schema focussed therapy, mindfulness and compassionate mind training. Therapist and client summary letters were used as part of the described intervention, but in addition, the client's summary is reproduced in the paper aiming to address the issue of the under reporting in the literature of the client's perspective on therapy.

  5. Cognitive Behavioral Training and Education for Spaceflight Operations

    NASA Technical Reports Server (NTRS)

    Moonmaw, Ronald

    2011-01-01

    Cognitive behavioral-training (CBT) is an evidence-based practice commonly used to help treat insomnia, and is part of NASA's countermeasure regimen for Fatigue Management. CBT addresses the life style and habits of individuals that are maladaptive to managing stress and fatigue. This includes addressing learned behavioral responses that may cause stress and lead to an increased sense of fatigue. While the initial cause of onset of fatigue in the individual may be no longer present, the perception and engrained anticipation of fatigue persist and cause an exaggerated state of tension. CBT combined with relaxation training allows the individual to unlearn the maladaptive beliefs and behaviors and replace them with routines and techniques that allow cognitive restructuring and resultant relief from stress. CBT allows for elimination in individuals of unwanted ruminating thoughts and anticipatory anxiety by, for example, training the individuals to practice stressful situations in a relaxed state. As a result of CBT, relaxation can be accomplished in many ways, such as progressive muscle relaxation, meditation and guided imagery. CBT is not therapy, but rather the synthesis of behavioral countermeasures. CBT utilizes progressive relaxation as a means of reinforcing educational and cognitive countermeasures. These countermeasures include: masking, elimination of distracting thoughts, anxiety control, split attention, cognitive restructuring and other advanced psychological techniques.

  6. A Pilot Test of the Additive Benefits of Physical Exercise to CBT for OCD.

    PubMed

    Rector, Neil A; Richter, Margaret A; Lerman, Bethany; Regev, Rotem

    2015-01-01

    The majority of "responders" to first-line cognitive-behavioural therapy (CBT) and pharmacological treatments for obsessive-compulsive disorder (OCD) are left with residual symptoms that are clinically relevant and disabling. Therefore, there is pressing need for widely accessible efficacious alternative and/or adjunctive treatments for OCD. Accumulating evidence suggests that physical exercise may be one such intervention in the mood and anxiety disorders broadly, although we are aware of only two positive small-scale pilot studies that have tested its clinical benefits in OCD. This pilot study aimed to test the feasibility and preliminary efficacy of adding a structured physical exercise programme to CBT for OCD. A standard CBT group was delivered concurrently with a 12-week customized exercise programme to 11 participants. The exercise regimen was individualized for each participant based on peak heart rate measured using an incremental maximal exercise test. Reports of exercise adherence across the 12-week regimen exceeded 80%. A paired-samples t-test indicated very large treatment effects in Yale-Brown Obsessive-Compulsive Scale scores from pre- to post-treatment in CBT group cohorts led by expert CBT OCD specialists (d = 2.55) and junior CBT clinician non-OCD specialists (d = 2.12). These treatment effects are very large and exceed effects typically observed with individual and group-based CBT for OCD based on leading meta-analytic reviews, as well as previously obtained treatment effects for CBT using the same recruitment protocol without exercise. As such, this pilot work demonstrates the feasibility and significant potential clinical utility of a 12-week aerobic exercise programme delivered in conjunction with CBT for OCD.

  7. An Assessment of Competency-Based Simulations on E-Learners' Management Skills Enhancements

    ERIC Educational Resources Information Center

    Levy, Yair; Ramim, Michelle M.

    2015-01-01

    There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed…

  8. Automotive Technician. A Competency-Based Curriculum Designed To Prepare Students for Entry-Level Employment.

    ERIC Educational Resources Information Center

    Vocational Curriculum Resource Center of Maine, Fairfield.

    This curriculum guide is designed to assist instructors in the development and implementation of a comprehensive, competency-based automotive curriculum. It contains an instructional unit for each task listed on the enclosed job analysis or DACUM (Developing a Curriculum) chart. These units include introduction, performance objectives, suggested…

  9. The Management Development Program: A Competency-Based Model for Preparing Hospitality Leaders.

    ERIC Educational Resources Information Center

    Brownell, Judi; Chung, Beth G.

    2001-01-01

    The master of management program at Cornell University focused on competency-based development of skills for the hospitality industry through core courses, minicourses, skill benchmarking, and continuous improvement. Benefits include a shift in the teacher role to advocate/coach, increased information sharing, student satisfaction, and clear…

  10. Competency-Based Education. Innovations in Teaching and Learning. Research Brief 1

    ERIC Educational Resources Information Center

    Katz, Philip M.

    2015-01-01

    Competency-based education (CBE) is an approach to pedagogy that emphasizes the mastery of skills and concepts rather than credit hours or seat time. The assessment of mastery can take several forms, including formal assessments of prior learning (such as portfolio reviews or examinations) and automated evaluations of online coursework. Advocates…

  11. Student Material for the Competency-Based Education Curriculum for Word Processing.

    ERIC Educational Resources Information Center

    Armstrong, Susan

    This introductory word processing, competency-based education curriculum consists of seven learning modules. These are (1) introduction to word processing (with sections on the definition of word processing, the word processing cycle, parts of the word processing system, word processing vocabulary, and positions available in word processing); (2)…

  12. Guide to the Competency-Based Learning Survey for Students. REL 2016-165

    ERIC Educational Resources Information Center

    Ryan, Sarah; Cox, Joshua D.

    2016-01-01

    Many states are moving away from approaches that base student advancement on credits and "seat time" toward competency-based learning approaches that provide schools with the flexibility to link a student's advancement to mastery of content. Regional Educational Laboratory Northeast & Islands, in partnership with the Northeast…

  13. Cogenerating a Competency-based HRM Degree: A Model and Some Lessons from Experience.

    ERIC Educational Resources Information Center

    Wooten, Kevin C.; Elden, Max

    2001-01-01

    A competency-based degree program in human resource management was co-generated by six groups of stakeholders who synthesized competency models using group decision support software. The program focuses on core human resource processes, general business management, strategic decision making and problem solving, change management, and personal…

  14. Implementing Competency-Based Education: Challenges, Strategies, and a Decision-Making Framework

    ERIC Educational Resources Information Center

    Dragoo, Amie; Barrows, Richard

    2016-01-01

    The number of competency-based education (CBE) degree programs has increased rapidly over the past five years, yet there is little research on CBE program development. This study utilized conceptual models of higher education change and a qualitative methodology to analyze the strategies and challenges in implementing CBE business degree programs…

  15. Data Ramifications of Competency-Based Initiatives. Interim Report of the Working Group.

    ERIC Educational Resources Information Center

    National Postsecondary Education Cooperative.

    This interim report presents the framework for classifying competency-based initiatives developed by the NPEC (National Postsecondary Education Cooperative) Working Group. Section 1 presents a structure for classifying competency initiatives based upon student progression into, within, and from postsecondary education. Key applications of…

  16. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    The project described in this report was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in conjunction with area vocational-technical schools, the second year of a competency-based curriculum in laser/electro-optics technology. During the project, a task force of teachers from the area schools and the college…

  17. Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in laser/electro-optics technology. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

  18. Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gudzak, Raymond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a…

  19. Competency Based Competitive Events. Integrating DECA into the DE Instructional Program.

    ERIC Educational Resources Information Center

    Cosgrove, Glenna; Moore, Harold W.

    Designed to be integrated into a competency-based distributive education program, these competitive DECA (Distributive Education Clubs of America) events were developed, utilized, and evaluated by distributive education and cooperative education coordinators in Arkansas. These events are organized under the following occupational categories: food…

  20. Facilitating the Establishment of Competency-Based Vocational Programs: Florida's Vocational Instructional Materials Acquisition System.

    ERIC Educational Resources Information Center

    Massey, Romeo M.; Kromhout, Ora M.

    The Vocational Instructional Materials Acquisition System (VIMAS) was developed in Florida to facilitate the establishment of competency-based vocational programs through dissemination of instructional mateials. VIMAS is a comprehensive system of components which work interdependently from the identification of needs to the dissemination and…

  1. Competency-Based Curriculum Guide for Laser Technology. September 1980-June 1981.

    ERIC Educational Resources Information Center

    Fioroni, John J.

    This document contains materials developed by a project to provide a competency-based curriculum guide for laser technology at the community college level. An abstract of the final report is included. Next, the 17 job competencies determined as necessary to meet the job description of laser technician are listed. A career ladder and qualifications…

  2. Introduction to MADE (Careers). Marketing and Distributive Education Competency Based Curriculum Guide.

    ERIC Educational Resources Information Center

    New Jersey State Dept. of Education, Trenton. Div. of Vocational Education.

    This curriculum guide is one in a series of competency-based instructional materials dealing with marketing and distributive education (MADE). It consists of some introductory remarks concerning the course, a lesson plan, a course outline, and four sections of lessons for use in implementing the course. Covered in the individual sections are the…

  3. Printing. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abram, Roy

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  4. Next-Generation CBE: Designing Competency-Based Education for Underprepared College Learners

    ERIC Educational Resources Information Center

    Girardi, Amy; Crew, Rachel

    2016-01-01

    Competency-based education (CBE) is widely viewed as an innovative alternative to traditional higher education, yet most programs serve only a narrow slice of the postsecondary population. Few are intended for adults who need to boost basic skills in order to succeed in college coursework. However, if designed with the needs of a broader range of…

  5. Auto Body Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Ormsbee, Robert

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  6. Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abbott, Alan

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  7. Design Drafting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Sharkey, Jeff

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  8. The Use of Mastery Learning with Competency-Based Grading in an Organic Chemistry Course

    ERIC Educational Resources Information Center

    Diegelman-Parente, Amy

    2011-01-01

    Mastery learning is an instructional method based on the idea that students learn best if they fully understand, or master, one concept before moving on to the next and has been shown to be extremely effective in math and science curricula. Competency-based grading is an evaluative tool that allows the faculty member to determine the level of…

  9. Development, Implementation and Evaluation of a Competency Based Program in Counselor Education.

    ERIC Educational Resources Information Center

    Gavilan, Marisal R.; Ryan, Colleen

    This article describes the development, implementation, and evaluation of a competency based, criterion-referenced masters degree counselor education program. It delineates the program's philosophy; the procedures for establishing the exit competencies; task analyses for developing courses and field experiences; the assessment of students'…

  10. A Competency-Based Approach to the Master's Degree Preparation of Higher Education Professionals

    ERIC Educational Resources Information Center

    Ott, Molly; Baca, Evelyn; Cisneros, Jesus; Bates, Evan

    2015-01-01

    The purpose of this manuscript is to describe a competency-based approach to designing and assessing master's level professional preparation programs in the field of higher education administration. Given the absence of a universal set of competencies defined for HEA master's degree programs, the authors draw from the CAHEP (2010) and Wright…

  11. Development of Articulated Competency-Based Curriculum in Computer Integrated Manufacturing Technology. Final Report.

    ERIC Educational Resources Information Center

    Luzerne County Community Coll., Nanticoke, PA.

    A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in computer-integrated manufacturing. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

  12. School Television for Social Studies: A Competency-Based Matrix, Grade 5.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This matrix keys school films to the social studies competency-based curriculum cbjectives for grade 5. Three television series are included. Emphasis is placed on geography, people, and the economy, but the themes are also related to history and government. The first series, "Across Cultures," focuses on the people of North America, South…

  13. Research and Evaluation in Operational Competency-Based Teacher Education Programs.

    ERIC Educational Resources Information Center

    Dickson, George E., Ed.

    1975-01-01

    This is a collection of papers presented at a 1974 conference on research and evaluation in operational competency-based teacher education (CBTE) programs. Two conceptual models for research and evaluation of CBTE activities were presented at the conference and the presentations of these models are the first two chapters of this collection: "A…

  14. Education Quality in Kazakhstan in the Context of Competence-Based Approach

    ERIC Educational Resources Information Center

    Nabi, Yskak; Zhaxylykova, Nuriya Ermuhametovna; Kenbaeva, Gulmira Kaparbaevna; Tolbayev, Abdikerim; Bekbaeva, Zeinep Nusipovna

    2016-01-01

    The background of this paper is to present how education system of Kazakhstan evolved during the last 24 years of independence, highlighting the contemporary transformational processes. We defined the aim to identify the education quality in the context of competence-based approach. Methods: Analysis of references, interviewing, experimental work.…

  15. Faculty Ratings as Part of a Competency-Based Evaluation Clinic Grading System.

    ERIC Educational Resources Information Center

    Chambers, David W.

    1999-01-01

    Describes a quarterly rating system developed to replace daily grading in a dental school with a competency-based educational model. Presents results from an early administration of the ratings. These results, for 126 students, show excellent face validity and rater consistency and satisfy the school's standard for grade defensibility. (SLD)

  16. Health Services: Clinical. Radiographic Aide. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Cave, Julie; And Others

    This instructor's manual consists of materials for use in presenting a course in the occupational area of radiographic aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and…

  17. Student Perceptions of Assessment and Student Self-Efficacy in Competence-Based Education

    ERIC Educational Resources Information Center

    van Dinther, Mart; Dochy, Filip; Segers, Mien; Braeken, Johan

    2014-01-01

    The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student…

  18. Competency Based Curricula Development for the Mining and Related Industries. Final Report.

    ERIC Educational Resources Information Center

    Buriak, John P.

    This final report of a curriculum research project conducted to develop a competency based curriculum for the mining and related industries is presented in three parts. First, the activities that took place during the last two months of the project are summarized. Second, an overview of the accomplishments of the project during the entire funding…

  19. Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Brown, Desmond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  20. Environmental Education. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on environmental education is divided into seven topics. The topics included are Human Carrying Capacity (The Ability to Foresee and Forestall), Human Population Growth, The Atmosphere, The…

  1. United States History. Nevada Competency-Based Adult High School Diploma Proejct.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on United States history is divided into twenty-four topics. The topics included are: Backgrounds of American Colonization; Colonial Life; Causes of the American Revolution; Creating a New…

  2. Developing Competency-Based Advising Practices in Response to Paradigm Shifts in Higher Education

    ERIC Educational Resources Information Center

    Walters, Giovanna

    2016-01-01

    Competency-based programs have gained prominence in recent years for two primary reasons. First, more students are seeking ways to apply nonclassroom learning experiences toward a degree. Second, a paradigm shift in higher education encourages postsecondary curriculum developers to accept nonclassroom experiences as demonstrations of skills and…

  3. Integrating Authentic Assessment with Competence-Based Learning in Vocational Education: The Protocol Portfolio Scoring

    ERIC Educational Resources Information Center

    Sluijsmans, Dominique M. A.; Straetmans, Gerard J. J. M.; van Merrienboer, Jeroen J. G.

    2008-01-01

    This article describes how competence-based learning (CBL) can be organised in vocational education by integrating elements from a holistic instructional design model with recent ideas on assessment. A curriculum based on this model is pre-eminently suitable for an assessment approach emphasising that proof of competence is gathered by having…

  4. Retailing. Instructor's Guide Sheets and Instructor's Package, Modules R 1-45. Competency-Based Education.

    ERIC Educational Resources Information Center

    Kentucky State Dept. of Education, Frankfort.

    This package contains instructor's guide sheets and student task assignment sheets for Modules R 1-45 of the competency-based curriculum in retailing developed for use in secondary and postsecondary schools in Kentucky. Some of the topics covered in the modules include the following: retailing--past, present, and future; retailing occupations;…

  5. Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Williams, Edwina

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  6. A Competency Based Program for Administration. The California State College Model.

    ERIC Educational Resources Information Center

    Benedetti, William R.

    Describes the development of a competency-based program for principals offered at California State College, California, Pennsylvania. The program includes the following features: ten generic competencies supported by 40 complementary enabling competencies, self-assessment, an individually prescribed curriculum, a field-based delivery system, and…

  7. Marketing Education. Teacher Handbook. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

    This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of marketing education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to…

  8. Food Services. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vastano, Josephine; And Others

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  9. Competency-Based Education: A Viable Alternative for Developmental Studies Program Design.

    ERIC Educational Resources Information Center

    Herrscher, Barton R.

    1980-01-01

    Advocates the use of both descriptive and prescriptive approaches to designing developmental studies programs in community colleges. Defines competency-based education (CBE) and examines five critical elements of CBE: educational framework, systematic structure, educational attainment, learning outcomes, and instructional processes. Discusses the…

  10. Moving toward Industrial Excellence in the '80s on the Competency-Based Education Bandwagon.

    ERIC Educational Resources Information Center

    Herrscher, Barton R.

    1981-01-01

    Underscores the problems of misunderstanding and misrepresentation in competency-based education (CBE). Proposes a definition of CBE, acknowledging that it must be adapted to individual colleges. Offers a rationale for adopting a CBE framework and provides an inventory model to facilitate the assessment of the quality of a CBE program. (CAM)

  11. Looking at: Competency-Based Teacher Education, Public Doublespeak, Oral History, Death and Dying.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.

    Four issues of a current awareness bulletin published occasionally by the ERIC Clearinghouse for Social Studies for use by elementary and secondary social studies teachers are combined in this document. The first issue deals with the application of competency-based curriculum to teacher education, focusing on teacher growth and evidence of pupil…

  12. How to Develop PACs. Performance and Competency-based Student Materials.

    ERIC Educational Resources Information Center

    Rouse, Bill, Comp.

    This booklet is designed for developing performance and competency-based student materials (PACs). The PAC, an instructional tool that focuses on helping students master a specific objective, lends itself to vocational instruction. The first nine sections of the guide, consisting of information to assist teachers in gathering background materials…

  13. Student Outcomes: Investigating Competency-Based Curriculum in Adult Basic Education. Research Report No. 5.

    ERIC Educational Resources Information Center

    Hazell, Pat

    The outcomes attained by Australian adults enrolled in competency-based Certificate in Adult Foundation Education (CAFE) courses were examined. Special attention was paid to the outcomes achieved by students in the two lowest of the CAFE program's four levels. The main data sources were as follows: literature review; enrollment data from the…

  14. Model for Competency-Based Personnel Preparation in Early Childhood Education. PROJECT PREPARE.

    ERIC Educational Resources Information Center

    Pisarchick, Sally E.; And Others

    This booklet introduces Project Prepare, a competency-based model for inservice or preservice personnel preparation in early childhood special education. Each of the nine Project Prepare modules focuses upon a cluster of competencies (knowledge, skills, and attitudes/values) needed by personnel working with young children who have disabilities.…

  15. Agricultural Production: Task Analysis for Livestock Production. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the agricultural production program. Section 1 contains a validated task inventory for the livestock production portion of agricultural production IV and V. Tasks are divided into six duty areas:…

  16. A Delphi Study of Effective Practices for Developing Competency-Based Learning Models in Higher Education

    ERIC Educational Resources Information Center

    McIntyre-Hite, Lisa

    2016-01-01

    Currently, there is an increase in competency-based education programs in higher education institutions in response to student and employer needs. However, research is lacking on effective practices for developing competencies, assessments, and learning resources for these programs. The purpose of this qualitative Delphi study was to gather expert…

  17. Building a Strong Relationship between Competency-Based Pathways and Career Technical Education

    ERIC Educational Resources Information Center

    Kreamer, Kate Blosveren; Zimmermann, Andrea

    2015-01-01

    Competency-based pathways (CBP) have the potential to open new opportunities for students to learn and demonstrate their learning in meaningful ways that are grounded in application and relevant to their career goals. This brief argues that states can and should leverage CTE when considering how to move K-12 education toward a system marked by…

  18. Industrial Arts Instructional Tasks/Competencies for Energy and Power. Competency-Based Education.

    ERIC Educational Resources Information Center

    George Mason Univ., Fairfax, VA.

    This instructional task/competency package is designed to help teachers and administrators in developing competency-based instructional materials for an energy and power course. Part 1 contains a description of the industrial arts program and a course description, instructional task/competency list, and content outline for energy and power. The…

  19. Outcome (Competency) Based Education: An Exploration of Its Origins, Theoretical Basis, and Empirical Evidence

    ERIC Educational Resources Information Center

    Morcke, Anne Mette; Dornan, Tim; Eika, Berit

    2013-01-01

    Outcome based or competency based education (OBE) is so firmly established in undergraduate medical education that it might not seem necessary to ask why it was included in recommendations for the future, like the Flexner centenary report. Uncritical acceptance may not, however, deliver its greatest benefits. Our aim was to explore the…

  20. Continuing Medical Education Reform for Competency-Based Education and Assessment

    ERIC Educational Resources Information Center

    Nahrwold, David L.

    2005-01-01

    The development of competency-based education and evaluation for residents and practicing physicians by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties (ABMS), respectively, includes the competency of practice-based learning and improvement. Efforts to implement this and the other competencies…

  1. High School 21+: A Competency-Based Diploma for Adults. Washington's Community and Technical Colleges

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2013

    2013-01-01

    Adults who lack a high school diploma now have a new way to get a second chance. It's called "High School 21+," a competency-based high school diploma offered at Washington's community and technical colleges. Adults 21 years old and older can go to participating colleges to earn a high school diploma. An advisor will look at transcripts…

  2. Building Competency-Based Pathways: Successes and Challenges from Leaders in the Field. A Forum

    ERIC Educational Resources Information Center

    American Youth Policy Forum, 2011

    2011-01-01

    This forum provided an overview of competency-based pathways to education and described programs that have successfully utilized these pathways to move all students to success in high school and beyond. Speakers highlighted how innovative learning environments that base student advancement upon mastery of measurable learning objectives have been…

  3. Home Economics Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in home economics occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of home economics occupations, and an overview of the competency-based instructional…

  4. Marine Science Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; McKinley, Douglas

    This manual provides curriculum materials for implementing a career exploration class in marine science occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of marine science occupations, and an overview of the competency-based instructional…

  5. Public Service Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in public service occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of public service occupations, and an overview of the competency-based instructional…

  6. Pedagogy and Competency-Based Education. Paper No. 3, Series of 6.

    ERIC Educational Resources Information Center

    McClelland, David C.; And Others

    The introduction to this paper considers competency-based education, the goals of education, and the need for some social indicators of how well students are meeting these goals. The main body of the paper looks at competency differences, instructional approaches, and educational research in several areas: focus of new research; natural…

  7. Remediating and Enriching Performance Learning. Implementing Competency Based Education in Community Colleges, 8.

    ERIC Educational Resources Information Center

    Loomis, Katherine A.; And Others

    Part of a series on implementing competency-based education, this monograph discusses some diagnostic and prescriptive techniques which can be used in the day-to-day management of performance learning to determine which students need remediation or enrichment. Using analogies from detective work, the monograph suggests ways of assessing students'…

  8. Human Relations Skills in Individual Interactions for the Occupational Specialist. Competency-Based Modular Series.

    ERIC Educational Resources Information Center

    Nutter, Juanita B.; Boland, Jeanne M.

    This self-instructional module, one volume of a series of competency-based modules in human relations skills for occupational specialists, is designed to help the specialist interact effectively with a variety of students, teachers, co-workers and employees. Other modules in this set of three are Level I Human Relations Skills for the Occupational…

  9. The Renewal of Competency-Based Education: A Review of the Literature

    ERIC Educational Resources Information Center

    Burnette, Diane M.

    2016-01-01

    Although competency-based education (CBE) has existed since the early 1970s adult-focused degree programs, interest in CBE has spiked in recent years due to the increased attention on higher education affordability and accountability. This article reviews the extant literature on CBE to address the following questions: (a) What are the definitions…

  10. American Government. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on American government is divided into fourteen topics. The topics included are: definition of "State"; left to right political spectrum; Dictatorship vs. Democracy; Capitalism,…

  11. Competency Based Curriculum Guide for Practical Nursing Education in Virginia. Final Report.

    ERIC Educational Resources Information Center

    Old Dominion Univ., Norfolk, VA. Dept. of Industrial Arts Education.

    This final report contains a three-page narrative and extensive appendixes, including correspondence, surveys, field test evaluation and guide, and the Competency-Based Curriculum Guide for Practical Nursing Education in Virginia developed by the project. The over 200-page curriculum guide presents a suggested master curriculum for a twelve or…

  12. PaCBTE Handbook; A Resource for Developing Competency Based Teacher Education Programs.

    ERIC Educational Resources Information Center

    Craig, Sam B., Jr., Ed.

    This handbook reports on some experiences with competency-based teacher education (CBTE) and is designed to serve as an instrument for self-examination and change. Chapter 1 presents 22 generic teaching competencies, which are a result of a reexamination of the 1973 Interim Inventory of 66 Generic Teaching Competencies (Generic 66). Chapter 2…

  13. A Competency-Based Medical Student Curriculum Targeting Key Geriatric Syndromes

    ERIC Educational Resources Information Center

    van Zuilen, Maria H.; Rodriguez, Osvaldo; Mintzer, Michael J.; Paniagua, Miguel A.; Milanez, Marcos N.; Ruiz, Jorge G.; Kaiser, Robert M.; Roos, Bernard A.

    2008-01-01

    The University of Miami Miller School of Medicine (UMMSM) has developed and implemented a competency-based undergraduate medical education (UME) curriculum that targets 61 learning objectives for three geriattic syndromes: dementia, falls, and delirium. This curriculum redesign changed the educational focus from what is taught to what is learned.…

  14. Illustrations for a Competency Based Curriculum Guide: Ethanol Spark Ignition Engine Conversion.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education.

    This document contains 56 illustrations for use in an Illinois-developed competency-based course in ethanol spark ignition engine conversion. Each illustration is related to a specific competency in the course curriculum guide. Illustrations, which include photographs and line drawings, cover some of the following topics: carburetion, compression,…

  15. Assessment Criteria for Competency-Based Education: A Study in Nursing Education

    ERIC Educational Resources Information Center

    Fastré, Greet M. J.; van der Klink, Marcel R.; Amsing-Smit, Pauline; van Merriënboer, Jeroen J.

    2014-01-01

    This study examined the effects of type of assessment criteria (performance-based vs. competency-based), the relevance of assessment criteria (relevant criteria vs. all criteria), and their interaction on secondary vocational education students' performance and assessment skills. Students on three programmes in the domain of nursing and care…

  16. Plumbing and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mahieu, Louis

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  17. Nexus between Competency-Based Education and Vocational Planning for Students with Handicapping Conditions: A Model.

    ERIC Educational Resources Information Center

    Sarkees, Michelle; And Others

    1986-01-01

    The article describes a method to link a competency based vocational curriculum that reflects current industry standards with the educational planning components of the Individualized Education Program. Implementations strategies and benefits of the V-TECS (Vocational-Technical Education Consortium of States) are considered. (CL)

  18. Competency-Based Curriculum for Prevocational Exploration. Marine/Fresh Water.

    ERIC Educational Resources Information Center

    Reese, Clara C.

    This competency-based curriculum is intended to help teachers of prevocational career exploration courses in West Virginia to present information about marine/fresh water occupations. The document is organized into five units: fisheries, life sciences, marine life cultivation, research, and water vehicle operation. Each unit consists of five to 15…

  19. Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Cannone, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  20. Competency-Based Instruction for the Modern Office/Word Processing Technology Course. Final Report.

    ERIC Educational Resources Information Center

    LeVan, Jan

    This report describes and provides materials developed by a project to set up competency-based instruction for designated competency levels in the Modern Office/Word Processing Technology Course in an area vocational school. Following an abstract and a report that details conclusions and recommendations, materials developed by the project are…

  1. All Hands on Deck: Ten Lessons from Early Adopters of Competency-Based Education

    ERIC Educational Resources Information Center

    Book, Patricia A.

    2014-01-01

    The perceived value of postsecondary education to economic competitiveness and individual success is driving innovation in higher education. Competency-based education (CBE) is the latest disruption that seeks to respond to the growing sense of national urgency to boost education attainment. The target audience generally includes those adult…

  2. Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Romano, Marie

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  3. An Assessment Program Designed To Improve Communication Instruction through a Competency-Based Core Curriculum.

    ERIC Educational Resources Information Center

    Aitken, Joan E.; Neer, Michael R.

    This paper provides an example procedure used to design and install a program of assessment to improve communication instruction through a competency-based core curriculum at a mid-sized, urban university. The paper models the various steps in the process, and includes specific tests, forms, memos, course description, sources, and procedures which…

  4. Social Learning Preferences of Adult Women Learners in a Competency-Based Online Learning Environment

    ERIC Educational Resources Information Center

    Lyman, Emily

    2013-01-01

    In this study a post-assessment survey was analyzed to seek for social learning preferences among women in a competency-based online learning environment. The survey asked what learning resources students used to prepare for the assessment. Each learning resource was given a relative sociability rating. This rating acts as the weighting for a…

  5. Analysis of the Second E-Forum on Competency-Based Approaches

    ERIC Educational Resources Information Center

    Perez, Leticia

    2007-01-01

    As its title suggests, this is an account of "the Second E-Forum on Competency-based Approaches" and summarises the opinions and experiences expressed by the participants. The forum was based on a discussion paper prepared by the Canadian Observatory of Educational Reforms and a series of questions raised by Philippe Jonnaert were used to…

  6. Experience Matters: Why Competency-Based Education Will Not Replace Seat Time

    ERIC Educational Resources Information Center

    Neem, Johann N.

    2013-01-01

    Competency-based education works by identifying the specific things that someone needs to be able to learn and to do in order to earn a degree (or pass a course), and then allows students to move forward as soon as they have demonstrated that they have mastered the expectations. Prior leaning seeks to reward students--especially older…

  7. Earth and Physical Science. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on earth and physical science is divided into twelve topics. The topics included are Geology, Meteorology, Astronomy, Natural Disasters, Chemical Reaction, Laboratory, States of Matter, Force and…

  8. Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    De Maria, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

  9. Deserved, Defensible Diplomas: Lessons from High Schools with Competency-Based Graduation Requirements.

    ERIC Educational Resources Information Center

    Nathan, Joe; And Others

    This publication presents findings of a study that examined high schools with competency-based graduation systems. Data were obtained from interviews with officials at 29 schools in 17 states. Many of the schools were members of the Coalition of Essential Schools. Four schools are described in detail: Central Park East in New York City, New York;…

  10. Life Science. Nevada Competency-Based Adult High School Diploma Project.

    ERIC Educational Resources Information Center

    Nevada Univ., Las Vegas. Coll. of Education.

    This document is one of ten curriculum guides developed by the Nevada Competency-Based Adult High School Diploma (CBAHSD) Project. This curriculum guide on life science is divided into twelve topics. The topics included are Life Process, Cells, Levels of Organization, Organ Systems, Food and Oxygen-Photosynthesis, Cycles, Energy, Resources, Cell…

  11. Competency-Based Common-Core Curriculum for Criminal Justice Education.

    ERIC Educational Resources Information Center

    Arizona State Board of Directors for Junior Colleges, Phoenix.

    This publication presents the competency-based, common-core criminal justice curriculum developed to respond to a need for a curriculum recognized by Arizona criminal justice agencies, community colleges, and universities. It contains the five courses of the core curriculum--Introduction to Criminal Justice, Criminal Law, Criminal Procedure, Rules…

  12. Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Browning, Terry

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  13. Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mattia, Nancy

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  14. Shifting Educational Paradigms: From Traditional to Competency-Based Education for Diverse Learners

    ERIC Educational Resources Information Center

    Sullivan, Susan C.; Downey, Jayne A.

    2015-01-01

    In pursuit of innovative educational opportunities, district administration piloted competency-based education in their alternative program. This qualitative study used semi-structured interviews with school personnel to document perspectives of the programmatic shift. Analyses found local and national mandates, a catalyst, and a common moral…

  15. Teachers' Individual Action Theories about Competence-Based Education: The Value of the Cognitive Apprenticeship Model

    ERIC Educational Resources Information Center

    Seezink, Audrey; Poell, Rob F.; Kirschner, Paul A.

    2009-01-01

    Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in vocational settings. This study explores teachers'…

  16. Competency-Based Cooperative Office Education. Vocational Education Curriculum Guide. Revision. Bulletin 1246.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This curriculum guide, dealing with competency-based cooperative office education in the State of Louisiana, consists of 10 chapters on program implementation and 12 instructional units. Covered in the first part of the guide are cooperative office education programs; coordination, program management, and student placement; legal responsibilities;…

  17. Custom Cabinetmaking. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Holmes, Kenneth

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  18. Teacher's Guide for Competency-Based Education Curriculum for Licensed Practical Nurse.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This teacher's guide is designed to accompany the Licensed Practical Nurse Competency-Based Education Curriculum student materials available separately (see note). It contains an explanation of the curriculum and suggested usage, a list of competencies by job title (other occupations which use the same competencies), Licensed Practical Nurse…

  19. Teacher's Guide for Competency-Based Education Curriculum for Nursing Assistant. Second Edition.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This teacher's guide is designed to accompany the Nursing Assistant Competency-Based Education (CBE) Curriculum which is based on a survey of current practices in West Virginia and a neighboring labor market determining the tasks actually performed by people employed as nursing assistants. The guide is divided into eight major sections. Section 1…

  20. School Television for Social Studies: A Competency-Based Matrix, Grades K-3.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    This matrix keys the objectives of the school television programs to the objectives of the grades K-3 competency-based curriculum. Eight programs of the "Out and About" series address science and social studies competency goals and objectives for kindergarten and grade 1. Titles of the lessons are: "Making Friends"; "Keeping Friends"; "Ways to…

  1. Exploring Agribusiness and Natural Resources. Competency Based Education Curriculum. Student Material.

    ERIC Educational Resources Information Center

    Lawrence, Layle D.

    This competency-based prevocational exploration curriculum in agribusiness and natural resources is divided into the following eight areas: agricultural business (sales); animal science (health and grooming); horticulture (grafting and budding); agricultural products (grading eggs); plant science (germination); soil science (soil acidity and…

  2. Competency-Based Teaching of Shakespeare: How to Master "King Lear"

    ERIC Educational Resources Information Center

    Ribes, Purificación

    2011-01-01

    Shakespeare's hypotext has invited so many hypertextual transformations over the last four hundred years that twenty-first century students deserve the chance of digging into this rich mine of information and dramatic possibilities. The practical approach of a competency-based teaching method offers great advantages over traditional practices in…

  3. Innovation in Competency-Based Program Development: Leveraging the Advisory Board Faculty Alliance

    ERIC Educational Resources Information Center

    De Los Santos, Esmeralda; Dominguez, Daniel G.; LaFrance, Kevin

    2011-01-01

    This paper describes the use of advisory boards in the development of two competency-based business programs: one graduate and the other undergraduate. Though the programs varied significantly in structure and content, both used focus group methodology to collect comprehensive and relevant input from advisory board members comprised of local…

  4. The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

    ERIC Educational Resources Information Center

    Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

    2012-01-01

    Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students.…

  5. Distributive Education Competency-Based Curriculum Models by Occupational Clusters. Final Report.

    ERIC Educational Resources Information Center

    Davis, Rodney E.; Husted, Stewart W.

    To meet the needs of distributive education teachers and students, a project was initiated to develop competency-based curriculum models for marketing and distributive education clusters. The models which were developed incorporate competencies, materials and resources, teaching methodologies/learning activities, and evaluative criteria for the…

  6. Designing a Competency-Based Master of Arts in Management Program for Midcareer Adults.

    ERIC Educational Resources Information Center

    Spee, James C.; Tompkins, Teri C.

    2001-01-01

    In a competency-based master's program, students assess their competencies and design an individual learning program, then apply their learning through portfolio assignments in 10 management knowledge courses. Competencies include interpersonal, personnel management, and analytical skills; management knowledge; and career-specific skills.…

  7. TNT: Nontraditional Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    ERIC Educational Resources Information Center

    Sparks, Mavis C.; And Others

    Designed to be incorporated into career exploration programs in grades 6-9, this nontraditional occupations unit is a component in the Think Nontraditional Series curriculum and is prepared in a competency-based format. The reading level is approximately seventh grade. A course introduction section contains description and purpose of the…

  8. Competency Based Education Curriculum for the Orientation and Safety Program of the Oil and Gas Industry.

    ERIC Educational Resources Information Center

    United Career Center, Clarksburg, WV.

    This competency-based education curriculum for teaching the orientation and safety program for the oil and gas industry in West Virginia is organized into seven units. These units cover the following topics: introduction to oil and gas, first aid, site preparation, drilling operations, equipment familiarity, well completion, and preparation for…

  9. From Concept to Practice: Implementing a Competence-Based Programme in a College Hairdressing Curriculum.

    ERIC Educational Resources Information Center

    Bryson, Joanne; And Others

    1990-01-01

    A further education college in Northern Ireland revised a hairdressing curriculum to meet the requirements of the National Vocational Qualifications. The switch to competency-based education required many changes in the traditional role of lecturers, student recordkeeping, the concept of attendance, and the delivery system. (SK)

  10. Evaluation Criteria for Competency-Based Syllabi: A Chilean Case Study Applying Mixed Methods

    ERIC Educational Resources Information Center

    Jerez, Oscar; Valenzuela, Leslier; Pizarro, Veronica; Hasbun, Beatriz; Valenzuela, Gabriela; Orsini, Cesar

    2016-01-01

    In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a…

  11. Health Services: Clinical. Respiratory Therapy Aide. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Cave, Julie; And Others

    This instructor's manual consists of materials for use in presenting a course in the occupational area of respiratory therapy aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and…

  12. Identification, modification, and implementation of an evidence-based psychotherapy for children in a low-income country: the use of TF-CBT in Zambia

    PubMed Central

    2013-01-01

    Background The need to address the treatment gap in mental health services in low- and middle-income countries (LMIC) is well recognized and particularly neglected among children and adolescents. Recent literature with adult populations suggests that evidence-based mental health treatments are effective, feasible, and cross-culturally modifiable for use in LMIC. This paper addresses a gap in the literature documenting pre-trial processes. We describe the process of selecting an intervention to meet the needs of a particular population and the process of cross-cultural adaptation. Methods Community-based participatory research principles were implemented for intervention selection, including joint meetings with stakeholders, review of qualitative research, and review of the literature. Trauma-focused Cognitive Behavioral Therapy (TF-CBT) was chosen as the evidence-based practice for modification and feasibility testing. The TF-CBT adaptation process, rooted within an apprenticeship model of training and supervision, is presented. Clinical case notes were reviewed to document modifications. Results Choosing an intervention can work as a collaborative process with community involvement. Results also show that modifications were focused primarily on implementation techniques rather than changes in TF-CBT core elements. Conclusions Studies documenting implementation processes are critical to understanding why intervention choices are made and how the adaptations are generated in global mental health. More articles are needed on how to implement evidence-based treatments in LMIC. PMID:24148551

  13. Delivering CBT to Rural Latino Children with Anxiety Disorders: A Qualitative Study.

    PubMed

    Chavira, Denise A; Bustos, Cristina E; Garcia, Maritza S; Ng, Bernardo; Camacho, Alvaro

    2017-01-01

    Qualitative methods were used to understand community perspectives about ways to deliver cognitive behavior therapy (CBT) to rural Latino youth with anxiety. First, four focus groups were conducted with 28 bilingual Latino mental health providers to examine perceptions of CBT using telephone based, therapist supported bibliotherapy, and bibliotherapy without therapist support. Second, qualitative interviews were conducted with 15 Latino parents from a rural community to better understand attitudes toward CBT, and modes of service delivery. Qualitative findings revealed that parents were mostly positive about psychotherapy, and the core elements of CBT for anxiety. However, both parents and providers emphasized the need for adaptations to address practical and perceived barriers to treatment, such as time, convenience, homework, and literacy. Many parents spoke favorably of a telephone-based approach that could address many of their perceived barriers, while providers were expressed more negative views. Such findings are important for data-driven treatment development efforts.

  14. Effect of CBT on Depressive Symptoms in Methadone Maintenance Patients Undergoing Treatment for Hepatitis C

    PubMed Central

    Ramsey, Susan E.; Engler, Patricia A.; Stein, Michael D.; Brown, Richard A.; Cioe, Patricia; Kahler, Christopher W.; Promrat, Kittichai; Rose, Jennifer; Anthony, Jennifer; Solomon, David A.

    2011-01-01

    To examine the efficacy of a cognitive-behavioral intervention (CBT) to prevent depression among methadone maintenance patients undergoing antiviral treatment for hepatitis C (HCV), 29 patients beginning HCV treatment were randomized to CBT or standard care (SC). Study participants did not meet criteria for major depressive disorder at the time of study recruitment. CBT did not result in less depression-related antiviral treatment failure, better adherence to antiviral treatment, or better HCV RNA outcomes. There were no significant treatment group differences on depressive symptoms over time. The CBT group did display a greater and more consistent decline in both BDI-II and HAM-D scores over time (d=.85 on the BDI-II; d=.72 on the HAM-D). PMID:21743837

  15. Yoga-Enhanced Cognitive Behavioral Therapy (Y-CBT) for Anxiety Management: A Pilot Study

    PubMed Central

    Khalsa, Manjit K.; Greiner-Ferris, Julie M.; Hofmann, Stefan G.; Khalsa, Sat Bir S.

    2014-01-01

    Cognitive behavioral therapy is an effective treatment for generalized anxiety disorder (GAD), but there is still room for improvement. The aim of the present study was to examine the potential benefit of enriching cognitive behavioral therapy (CBT) with Kundalini Yoga (Y-CBT). Participants consisted of treatment resistant clients at a community mental health clinic. A total of 32 participants enrolled in the study and 22 completed the program. After the Y-CBT intervention, pre-post comparisons showed statistically significant improvements in state and trait anxiety, depression, panic, sleep, and quality of life. Results from this preliminary study suggest that Y-CBT may have potential as a promising treatment for those suffering from GAD. PMID:24804619

  16. A clinical trial of in-home CBT for depressed mothers in home visitation.

    PubMed

    Ammerman, Robert T; Putnam, Frank W; Altaye, Mekibib; Stevens, Jack; Teeters, Angelique R; Van Ginkel, Judith B

    2013-09-01

    Despite negative outcomes for depressed mothers and their children, no treatment specifically designed to address maternal depression in the context of home visitation has emerged. In-Home Cognitive Behavioral Therapy (IH-CBT) is an adapted treatment that is delivered in the home, focuses on the needs of new mothers, and leverages ongoing home visiting to optimize engagement and outcomes. This study examined the efficacy of IH-CBT using a randomized clinical trial. Subjects were 93 new mothers in a home visiting program. Mothers with major depressive disorder identified at 3months postpartum were randomized into IH-CBT and ongoing home visitation (n=47) or standard home visitation (SHV; n=46) in which they received home visitation alone and could obtain treatment in the community. Depression was measured at pre- and posttreatment, and 3-month follow-up using interviews, clinician ratings, and self-report. Mothers receiving IH-CBT showed improvements in all indicators of depression relative to the SHV condition and these gains were maintained at follow-up. For example, 70.7% of mothers receiving IH-CBT were no longer depressed at posttreatment in terms of meeting criteria for major depressive disorder compared to 30.2% in the SHV group. These findings suggest that IH-CBT is an efficacious treatment for depressed mothers in home visitation programs.

  17. Computer-Based Training Starter Kit.

    ERIC Educational Resources Information Center

    Federal Interagency Group for Computer-Based Training, Washington, DC.

    Intended for use by training professionals with little or no background in the application of automated data processing (ADP) systems, processes, or procurement requirements, this reference manual provides guidelines for establishing a computer based training (CBT) program within a federal agency of the United States government. The manual covers:…

  18. Vocational Education Home Economics Education Teacher Handbook Grades 7-12. North Carolina Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

    This teacher handbook provides recommended goals and objectives and suggested measures for the competency-based secondary home economics curriculum in North Carolina. The guide is organized in two sections. The first section consists of an overview of the North Carolina Standard Course of Study and the competency-based curriculum. Information on…

  19. A Comparative Study of Competency-Based Courses Demonstrating a Potential Measure of Course Quality and Student Success

    ERIC Educational Resources Information Center

    Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

    2015-01-01

    While competency-based education is growing, standardized tools for evaluating the unique characteristics of course design in this domain are still under development. This preliminary research study evaluated the effectiveness of a rubric developed for assessing course design of competency-based courses in an undergraduate Information Technology…

  20. Evaluating Program Effectiveness or, If the Program is Competency-Based, How Come the Evaluation Is Costing So Much?

    ERIC Educational Resources Information Center

    Scriven, Michael

    The concern with competency-based education is not whether it is any different from the more traditional approaches but whether it is worth the considerable effort it involves. There are several aspects of a competency-based program to be considered in its evaluation. The first is whether or not there is a justifiable need for the specified…

  1. Innovations in Industrial Training for Saudi Arabia.

    ERIC Educational Resources Information Center

    Campbell, Clifton P.

    1980-01-01

    To develop a more diversified economic base in Saudi Arabia, the Ministry of Labor and Social Affairs implemented the Development Plan for the Vocational Training and Manpower Division, which intends to train a large number of Saudis in employable trades. Methods include building modern training facilities, developing competency based learning…

  2. A Randomized Controlled Trial of Cognitive Behavioral Therapy (CBT) for Adjusting to Multiple Sclerosis (The saMS Trial): Does CBT Work and for Whom Does It Work?

    ERIC Educational Resources Information Center

    Moss-Morris, Rona; Dennison, Laura; Landau, Sabine; Yardley, Lucy; Silber, Eli; Chalder, Trudie

    2013-01-01

    Objective: The aims were (a) to test the effectiveness of a nurse-led cognitive behavioral therapy (CBT) program to assist adjustment in the early stages of multiple sclerosis (MS) and (b) to determine moderators of treatment including baseline distress, social support (SS), and treatment preference. Method: Ninety-four ambulatory people with MS…

  3. Computer-based Training in Medicine and Learning Theories.

    PubMed

    Haag, Martin; Bauch, Matthias; Garde, Sebastian; Heid, Jörn; Weires, Thorsten; Leven, Franz-Josef

    2005-01-01

    Computer-based training (CBT) systems can efficiently support modern teaching and learning environments. In this paper, we demonstrate on the basis of the case-based CBT system CAMPUS that current learning theories and design principles (Bloom's Taxonomy and practice fields) are (i) relevant to CBT and (ii) are feasible to implement using computer-based training and adequate learning environments. Not all design principles can be fulfilled by the system alone, the integration of the system in adequate teaching and learning environments therefore is essential. Adequately integrated, CBT programs become valuable means to build or support practice fields for learners that build domain knowledge and problem-solving skills. Learning theories and their design principles can support in designing these systems as well as in assessing their value.

  4. Some important limitations of competency-based education with respect to nurse education: an Australian perspective.

    PubMed

    Chapman, H

    1999-02-01

    Issues concerning competency-based education (CBE) have recently promoted much discussion and debate throughout most developed countries. This paper provides an Australian perspective and adds to the wider debate about CBE by deliberating on the part professional competency standards should play in a university curriculum, specifically the undergraduate nurse education curriculum. A position is developed by addressing the following thesis statement: the competency-based approach to nursing education is an indisputable reality but nursing competencies must not be allowed to control the curriculum. Some background material is briefly reviewed in order to situate CBE, nurse education, and nursing competencies in their Australian economic and sociopolitical context. The position is then explicated through an examination of some intersections between nursing competencies and aspects of undergraduate nurse curriculum making.

  5. Developing Competency-Based Methods for Near-Real-Time Air Combat Problem Solving Assessment

    DTIC Science & Technology

    2002-11-01

    Computers in Human Behavior Computers in Human Behavior 18 (2002) 773-782 www.elsevier.com/locate/comphumbeh Developing competency-based...Approved for public release; distribution unlimited 13. SUPPLEMENTARY NOTES Published in Computers in Human Behavior 18(6), 773-82 (2002) 14. ABSTRACT...unclassified c. THIS PAGE unclassified 774 W. BennettJr. et al. / Computers in Human Behavior 18 (2002)

  6. Evaluation of competence-based teaching in higher education: From theory to practice.

    PubMed

    Bergsmann, Evelyn; Schultes, Marie-Therese; Winter, Petra; Schober, Barbara; Spiel, Christiane

    2015-10-01

    Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum.

  7. The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine.

    PubMed

    Dannefer, Elaine F; Henson, Lindsey C

    2007-05-01

    Despite the rapid expansion of interest in competency-based assessment, few descriptions of assessment systems specifically designed for a competency-based curriculum have been reported. The purpose of this article is to describe the design of a portfolio approach to a comprehensive, competency-based assessment system that is fully integrated with the curriculum to foster an educational environment focused on learning. The educational design goal of the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University was to create an integrated educational program-curriculum and instructional methods, student assessment processes, and learning environment-to prepare medical students for success in careers as physician investigators. The first class in the five-year program matriculated in 2004. To graduate, a student must demonstrate mastery of nine competencies: research, medical knowledge, communication, professionalism, clinical skills, clinical reasoning, health care systems, personal development, and reflective practice. The portfolio provides a tool for collecting and managing multiple types of assessment evidence from multiple contexts and sources within the curriculum to document competence and promote reflective practice skills. This article describes how the portfolio was developed to provide both formative and summative assessment of student achievement in relation to the program's nine competencies.

  8. Perspectives on competency-based medical education from the learning sciences.

    PubMed

    Swing, Susan R

    2010-01-01

    A central component of competency-based medical education is a framework of higher-order and more fundamental competencies whose purpose is to focus instruction and learning. In the language of the learning sciences, many of these competencies are complex cognitive-perceptual or cognitive-motor skills. Competency-based medical education has been criticized for being reductionistic, that is, for focusing on atomistic skills and failing to capture the essence of professional activities as manifested by complex, integrated capabilities. The value of identifying fundamental skill components is supported by theory and evidence from the learning sciences, however. Complex skills are constructed from fundamental, component skills. Proficient performance of the former is achieved as components are refined and integrated during repeated performance of the skill in a realistic context and as feedback on performance is provided. Competency-based medical education does not propose specific methods for teaching competencies. The learning and instructional sciences, however, posit a number of conditions for learning that support the acquisition of simple skills and their flexible integration into complex capabilities. Learners' motivation and self-regulation skills will also have an impact on the extent to which they engage in learning processes that result in the integration of knowledge and skills into complex competencies.

  9. Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States

    PubMed Central

    2016-01-01

    Purpose There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception. PMID:27572244

  10. Towards a Competency-Based, Ethical, and Socially Valid Approach to the Supervision of Applied Behavior Analytic Trainees.

    PubMed

    Turner, Laura B; Fischer, Aaron J; Luiselli, James K

    2016-12-01

    Competency-based supervision of trainees has recently come to the forefront of behavior analytic practice; however, there are minimal data to support the effectiveness of various supervision practices on trainee outcomes. Accordingly, this paper is intended to spark further discussion and research activity regarding the supervision of those seeking to become Board Certified Behavior Analysts (BCBA). We present a practice model and considerations for supervising applied behavior analytic trainees consistent with the Behavior Analyst Certification Board (BACB) Supervisor Training Curriculum Outline (Behavior Analyst Certification Board, 2012b), the Professional and Ethical Compliance Code for Behavior Analysts (Behavior Analyst Certification Board, 2014), and extant literature from behavior analysis and related fields. Inherent to the current model is a focus on bi-directional feedback and collaboration between the supervisor and trainee to frequently evaluate the acceptability of the procedures, process, outcomes, and effectiveness of supervision. We present a Supervision Monitoring and Evaluation Form consistent with the current model and discuss the assumed importance of objective and subjective self-assessment of supervisor competence to the ultimate advancement of the practice of applied behavior analysis.

  11. Training

    EPA Pesticide Factsheets

    The Drinking Water Academy provides online training and information to ensure that water professionals, public officials, and involved citizens have the knowledge and skills necessary to protect our drinking water supply.

  12. An Open Trial of In-Home CBT for Depressed Mothers in Home Visitation

    PubMed Central

    Putnam, Frank W.; Stevens, Jack; Bosse, Nicole R.; Short, Jodie A.; Bodley, Amy L.; Van Ginkel, Judith B.

    2013-01-01

    Research has demonstrated that low income mothers participating in home visitation programs have high rates of depression. This study used an open trial design to evaluate In-Home Cognitive Behavioral Therapy (IH-CBT), an evidence-based treatment for depression that is delivered in the home setting and has been adapted to address the needs of low income mothers participating in home visitation. 64 depressed mothers recruited from a home visitation program and who had completed IH-CBT were compared to 241 mothers from the same setting who met identical screening criteria at enrollment but did not receive the treatment. In addition, pre- and post-treatment measures of depression and related clinical features were contrasted in the 64 mothers receiving IH-CBT. There was a significantly greater reduction in depressive symptoms in the IH-CBT group relative to their counterparts who did not receive the treatment. Results from pre-post comparisons showed that treated mothers had decreased diagnosis of major depression, lower reported stress, increased coping and social support, and increased positive views of motherhood at post-treatment. Findings suggest that IH-CBT is a promising approach to addressing maternal depression in the context of home visitation and warrants further study. Public health implications for home visiting programs are discussed. PMID:20936338

  13. A Critical Review of Negative Affect and the Application of CBT for PTSD.

    PubMed

    Brown, Wilson J; Dewey, Daniel; Bunnell, Brian E; Boyd, Stephen J; Wilkerson, Allison K; Mitchell, Melissa A; Bruce, Steven E

    2016-06-14

    Forms of cognitive and behavioral therapies (CBTs), including prolonged exposure and cognitive processing therapy, have been empirically validated as efficacious treatments for posttraumatic stress disorder (PTSD). However, the assumption that PTSD develops from dysregulated fear circuitry possesses limitations that detract from the potential efficacy of CBT approaches. An analysis of these limitations may provide insight into improvements to the CBT approach to PTSD, beginning with an examination of negative affect as an essential component to the conceptualization of PTSD and a barrier to the implementation of CBT for PTSD. As such, the literature regarding the impact of negative affect on aspects of cognition (i.e., attention, processing, memory, and emotion regulation) necessary for the successful application of CBT was systematically reviewed. Several literature databases were explored (e.g., PsychINFO and PubMed), resulting in 25 articles that met criteria for inclusion. Results of the review indicated that high negative affect generally disrupts cognitive processes, resulting in a narrowed focus on stimuli of a negative valence, increased rumination of negative autobiographical memories, inflexible preservation of initial information, difficulty considering counterfactuals, reliance on emotional reasoning, and misinterpretation of neutral or ambiguous events as negative, among others. With the aim to improve treatment efficacy of CBT for PTSD, suggestions to incorporate negative affect into research and clinical contexts are discussed.

  14. The feasibility and effectiveness of Catch It, an innovative CBT smartphone app

    PubMed Central

    Hagan, Paul; King, Sophie; Bowman, James; Chahal, Jasprit; Gan, Li; McKnight, Rebecca; Waldon, Charlotte; Smith, Matthew; Gilbertson, John; Tai, Sara

    2016-01-01

    Background The widespread use of smartphones makes effective therapies such as cognitive–behavioural therapy (CBT) potentially accessible to large numbers of people. Aims This paper reports the usage data of the first trial of Catch It, a new CBT smartphone app. Method Uptake and usage rates, fidelity of user responses to CBT principles, and impact on reported negative and positive moods were assessed. Results A relatively modest proportion of people chose to download the app. Once used, the app tended to be used more than once, and 84% of the user-generated content was consistent with the basic concepts of CBT. There were statistically significant reductions in negative mood intensity and increases in positive mood intensity. Conclusions Smartphone apps have potential beneficial effects in mental health through the application of basic CBT principles. More research with randomised controlled trial designs should be conducted. Declaration of interest None. Copyright and usage © The Royal College of Psychiatrists 2016. This is an open access article distributed under the terms of the Creative Commons Non-Commercial, No Derivatives (CC BY-NC-ND) licence. PMID:27703777

  15. Using a CBT approach to manage low back pain.

    PubMed

    Richmond, Helen

    Low back pain is not only commonplace the world over, but also costly to treat. A training programme was developed so health professionals from many different specialties, from nursing to occupational health, can have a positive impact on patients with the condition, easing their disability and consequently also, the financial burden on healthcare institutions and systems. This article describes the programme and outlines how NHS nurses can train to use the programme no matter where they are based.

  16. Competent poverty training.

    PubMed

    Stabb, Sally D; Reimers, Faye A

    2013-02-01

    Despite numerous calls to the discipline, attention to poverty and social class remains minimal in psychology even though most human experience is significantly affected by social ranking. As a result, educators lack models for training in the context of poverty. Recent and concerted efforts to define and implement competency-based models for the practice of professional psychology have resulted in the creation of Competency Benchmarks (American Psychological Association, 2011). Here, these Competency Benchmarks frame the integration of best practices in working with poor and working-class clients with what we know about what constitutes good training. The result is a competency-based approach for those who are training psychologists-to-be to work effectively with economically challenged clients.

  17. Modeling Project Management Competences: An Ontology-Based Solution for Competency-Based Learning

    NASA Astrophysics Data System (ADS)

    Bodea, Constanţa-Nicoleta; Dascălu, Maria-Iuliana

    Due to growing requirements for skilled workers, the education should value the outcome and address students' real performance in life. A learning process turns out to be good when the degree of transformation made possible through that process is high or the degree of competences increases. Current paper indicates e-learning as a suitable activity for competences development. The authors also argue that a proper competences modeling solution would increase the efficiency of competence-based learning. Consequently, an ontology based solution is presented for project management domain.

  18. Competence and competency-based nursing education: finding our way through the issues.

    PubMed

    Pijl-Zieber, Em M; Barton, Sylvia; Konkin, Jill; Awosoga, Olu; Caine, Vera

    2014-05-01

    The language of competence is widely utilized in both the regulation of nursing practice and curricular design in nursing education. The notion of competence defines what it means to be a professional, although it is not the only way of describing nursing practice. Unfortunately, there is much confusion about the concepts of competence, competency, and competency-based education. As well, the notion of competence, despite its global popularity, has flaws. In this paper we will disentangle these terms and critique the use of competence frameworks in nursing education.

  19. The ABCs of CBT (Cognitive Behavior Therapy): Evidence-Based Approaches to Child Anxiety in Public School Settings

    ERIC Educational Resources Information Center

    Miller, Lynn D.; Short, Christina; Garland, E. Jane; Clark, Sandra

    2010-01-01

    This study evaluated a locally developed cognitive behavior therapy (CBT) intervention program in a public elementary school. In the prevention approach, 118 children were randomly assigned either to an 8-week intervention or to a wait-list control. Results of statistical analysis indicated that the manualized CBT intervention did not reduce…

  20. Acceptance and Mindfulness Techniques as Applied to Refugee and Ethnic Minority Populations with PTSD: Examples from "Culturally Adapted CBT"

    ERIC Educational Resources Information Center

    Hinton, Devon E.; Pich, Vuth; Hofmann, Stefan G.; Otto, Michael W.

    2013-01-01

    In this article we illustrate how we utilize acceptance and mindfulness techniques in our treatment (Culturally Adapted CBT, or CA-CBT) for traumatized refugees and ethnic minority populations. We present a Nodal Network Model (NNM) of Affect to explain the treatment's emphasis on body-centered mindfulness techniques and its focus on psychological…

  1. Randomized Clinical Trial of Cognitive Behavioral Therapy (CBT) versus Acceptance and Commitment Therapy (ACT) for Mixed Anxiety Disorders

    ERIC Educational Resources Information Center

    Arch, Joanna J.; Eifert, Georg H.; Davies, Carolyn; Vilardaga, Jennifer C. Plumb; Rose, Raphael D.; Craske, Michelle G.

    2012-01-01

    Objective: Randomized comparisons of acceptance-based treatments with traditional cognitive behavioral therapy (CBT) for anxiety disorders are lacking. To address this gap, we compared acceptance and commitment therapy (ACT) to CBT for heterogeneous anxiety disorders. Method: One hundred twenty-eight individuals (52% female, mean age = 38, 33%…

  2. Parent Involvement in CBT Treatment of Adolescent Depression: Experiences in the Treatment for Adolescents with Depression Study (TADS)

    ERIC Educational Resources Information Center

    Wells, Karen C.; Albano, Anne Marie

    2005-01-01

    The Treatment for Adolescents With Depression Study (TADS) evaluated the short- and long-term effectiveness of cognitive behavior therapy (CBT) alone, fluoxetine alone, and their combination, relative to pill placebo, and the 12-week treatment effects were recently published (TADS Team, 2004). Results showed that treatment that combined CBT with…

  3. Can driver education be improved by computer based training of cognitive skills?

    PubMed

    Petzoldt, Tibor; Weiß, Thomas; Franke, Thomas; Krems, Josef F; Bannert, Maria

    2013-01-01

    Deficits in cognitive skills, such as hazard perception, appear to have a tremendous influence on accident involvement of younger drivers. However, conventional forms of driver training have largely failed to build skills that extend beyond the provision of a descriptive knowledge of how to drive. Computer based training (CBT) has the potential to provide new ways to deal with this problem. In this study, a CBT module was developed to complement existing driver training programs by addressing critical cognitive skills. The CBT made use of video sequences of potentially hazardous driving situations, including multiple-choice questions with adaptive feedback, to increase levels of elaboration and understanding. To test effects, a sample of learner drivers completed either CBT, paper based training with similar content, or no training at all. A simulator experiment confirmed that CBT participants exhibited earlier glances towards critical cues and relevant areas in the visual field than participants of the other two groups. It is concluded that CBT can potentially assist instruction of cognitive skills necessary for save driving.

  4. Workplace Training at SBS Radio.

    ERIC Educational Resources Information Center

    Simons, Lynette

    2001-01-01

    Notes that at Australia's Special Broadcasting Services Radio, workplace training is an essential requirement for on-air staff but a degree in journalism or communications is an enormous advantage. Describes several in-house accredited competency-based modules in journalism and broadcasting. (RS)

  5. Neoliberalism and the government of nursing through competency-based education.

    PubMed

    Foth, Thomas; Holmes, Dave

    2016-08-30

    Competency has become a key concept in education in general over the last four decades. This article examines the development of the competency-based movement with a particular focus on the significance it has had for nursing education. Our hypothesis is that the competency movement can only adequately be understood if it is analyzed in relation to the broad societal transformation of the last decades-often summarized under the catchword neoliberalism-and with it the emergence of managerial models for Human Resource Management (HRM) for the reorganization of social services. Classical professions, which were characterized under welfarism by an esoteric knowledge based on ethical norms, have now become marketable commodities that can be evaluated in the same way as other commodities. We want to underline that while this development is still under way, it is the concept of competency that was the decisive political instrument enabling this profound change. With the widespread implementation of competency-based education that now governs nursing knowledge, the development of a critical, oppositional perspective becomes more challenging, if not entirely impossible. We will be focusing primarily on nursing education in Canada, although we maintain that it has relevance for nursing internationally.

  6. From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum.

    PubMed

    Pettepher, Cathleen C; Lomis, Kimberly D; Osheroff, Neil

    2016-09-01

    Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth.

  7. Group Training of Stress Management vs. Group Cognitive-Behavioral Therapy in Reducing Depression, Anxiety and Perceived Stress Among HIV-Positive Men

    PubMed Central

    Hemmati Sabet, Akbar; Khalatbari, Javad; Abbas Ghorbani, Maryam; Haghighi, Mohammad; Ahmadpanah, Mohammad

    2013-01-01

    Objective: To compare the effectiveness of group training of stress management with cognitive-behavioral therapy (CBT) in reducing depression, anxiety and stress perceived among HIV-positive men. Methods:Inthis semi-experimental study, three groups of HIV-positive men (CBT group, stress management group, and control group) including 15 patients in each group were compared regarding depression, anxiety, and stress using pre-test and post-test tools. Results: Both interventions (CBT and stress management) were effective in reducing depression, anxiety and perceived stress. Evaluating adjustedmean showed the more effectivenessofthe group stressmanagementtraining than CBT. Conclusion: Group stress management training is more effective than group CBT in HIV-positive mentodecreasedepression, anxiety and stress management. Declaration of interest: None. Clinical Trial Registration: URL: http://.irct.ir. Unique identifier: 2012121711782N1 PMID:24644493

  8. A Randomized Controlled Trial of Online versus Clinic-Based CBT for Adolescent Anxiety

    ERIC Educational Resources Information Center

    Spence, Susan H.; Donovan, Caroline L.; March, Sonja; Gamble, Amanda; Anderson, Renee E.; Prosser, Samantha; Kenardy, Justin

    2011-01-01

    Objective: The study examined the relative efficacy of online (NET) versus clinic (CLIN) delivery of cognitive behavior therapy (CBT) in the treatment of anxiety disorders in adolescents. Method: Participants included 115 clinically anxious adolescents aged 12 to 18 years and their parent(s). Adolescents were randomly assigned to NET, CLIN, or…

  9. A Pilot Study of Modified Cognitive-Behavioral Therapy for Childhood Traumatic Grief (CBT-CTG)

    ERIC Educational Resources Information Center

    Cohen, Judith A.; Mannarino, Anthony P.; Staron, Virginia R.

    2006-01-01

    Objective: This pilot study evaluated outcomes for a modified 12-session protocol of cognitive-behavioral therapy for childhood traumatic grief (CBT-CTG) conducted between March 2004 and October 2005. CTG is an emerging condition characterized by a combination of posttraumatic stress and unresolved grief symptoms. This two-module treatment model…

  10. Cognitive Behavior Therapy for Suicide Prevention (CBT-SP): Treatment Model, Feasibility and Acceptability

    PubMed Central

    Stanley, Barbara; Brown, Gregory; Brent, David; Wells, Karen; Poling, Kim; Curry, John; Kennard, Betsy D.; Wagner, Ann; Cwik, Mary; Klomek, Anat Brunstein; Goldstein, Tina; Vitiello, Benedetto; Barnett, Shannon; Daniel, Stephanie; Hughes, Jennifer

    2009-01-01

    Objective To describe the elements of a manualized cognitive behavior psychotherapy for suicide prevention (CBT-SP) and to report its feasibility in preventing the recurrence of suicidal behavior in adolescents who have recently attempted suicide. Method CBT-SP was developed using a risk reduction, relapse prevention approach and theoretically grounded in principles of cognitive behavior therapy, dialectical behavioral therapy and targeted therapies for suicidal, depressed youth. CBT-SP consists of acute and continuation phases, each lasting about 12 sessions, and includes a chain analysis of the suicidal event, safety plan development, skill building, psychoeducation, family intervention, and relapse prevention. Results CBT-SP was administered to 110 depressed, recent suicide attempters aged 13–19 years (mean 15.8±1.6) across five academic sites. Twelve or more sessions were completed by 72.4% of the sample. Conclusions A specific intervention for adolescents at high risk for repeated suicide attempts has been developed and manualized, and further testing of its efficacy appears feasible. PMID:19730273

  11. The Effects of Transdiagnostic Group CBT for Anxiety on Insomnia Symptoms.

    PubMed

    McGowan, Sarah Kate; Espejo, Emmanuel P; Balliett, Noelle; Werdowatz, Emily A

    2016-01-01

    Insomnia is a common feature among individuals with anxiety disorders. Studies of cognitive behavioral therapy (CBT) for anxiety report moderate effects on concomitant insomnia symptoms, but further research is still needed especially toward understanding how CBT for anxiety renders beneficial effects on insomnia. The current study examined changes in insomnia symptoms reported by 51 Veterans who participated in a group-based transdiagnostic CBT for anxiety intervention. In addition, insomnia symptoms were examined in relation to symptoms of general distress (GD), anhedonic depression (AD), and anxious arousal (AA) pre- to post-treatment. Results revealed a small, though statistically significant (p < .05) beneficial effect on insomnia symptoms. When changes in GD, AD, and AA were simultaneously examined in relation to changes in insomnia, change in AA was the only significant predictor of insomnia symptoms. The current study highlights the role of AA in the relationship between anxiety disorders and insomnia and demonstrates that reductions in insomnia during transdiagnostic CBT for anxiety can be largely attributed to changes in AA.

  12. A Novel CBT Web Course for the Substance Abuse Workforce: Community Counselors' Perceptions

    ERIC Educational Resources Information Center

    Larson, Mary Jo; Amodeo, Maryann; Storti, Susan A.; Steketee, Gail; Blitzman, Geri; Smith, Lauren

    2009-01-01

    This article describes (a) a Web-based course for substance abuse counselors on cognitive behavioral therapy (CBT), and (b) the evaluation of a prototype module from the Web-based course to determine the feasibility of the e-learning program for a community-based counselor audience. The course is part of a unique study that trains…

  13. Child Maltreatment History and Response to CBT Treatment in Depressed Mothers Participating in Home Visiting.

    PubMed

    Ammerman, Robert T; Peugh, James L; Teeters, Angelique R; Putnam, Frank W; Van Ginkel, Judith B

    2016-03-01

    Child maltreatment contributes to depression in adults. Evidence indicates that such experiences are associated with poorer outcomes in treatment. Mothers in home visiting programs display high rates of depression and child maltreatment histories. In-Home Cognitive Behavioral Therapy (IH-CBT) was developed to treat maternal depression in home visiting. The purpose of this study was to examine the moderating effects of child maltreatment history on depression, social functioning, and parenting in mothers participating in a clinical trial of IH-CBT. Ninety-three depressed mothers in home visiting between 2 and 10 months postpartum were randomly assigned to IH-CBT (n = 47) plus home visiting or standard home visiting (SHV; n = 46). Mothers were identified via screening and then confirmation of major depressive disorder diagnosis. Measures of child maltreatment history, depression, social functioning, and parenting were administered at pre-treatment, post-treatment, and 3-month follow-up. Results indicated high rates of maltreatment in both conditions relative to the general population. Mixed model analyses found a number of main effects in which experiences of different types of trauma were associated with poorer functioning regardless of treatment condition. Evidence of a moderating effect of maltreatment on treatment outcomes was found for physical abuse and parenting and emotional abuse and social network size. Future research should focus on increasing the effectiveness of IH-CBT with depressed mothers who have experienced child maltreatment.

  14. Mother-Child Interactions and Childhood OCD: Effects of CBT on Mother and Child Observed Behaviors

    ERIC Educational Resources Information Center

    Schlup, Barbara; Farrell, Lara; Barrett, Paula

    2011-01-01

    This waitlist-controlled study investigates the impact of a group-based cognitive-behavioral therapy with family involvement (CBT-F) on observed mother and child behaviors in children with obsessive-compulsive disorder (OCD). Forty-four children and adolescents with OCD and their mothers were observed during family discussions before and after…

  15. Toward an Integrative Model for CBT: Encompassing Behavior, Cognition, Affect, and Process

    ERIC Educational Resources Information Center

    Mischel, Walter

    2004-01-01

    Dramatic changes in our science in recent years have profound implications for how psychologists conceptualize, assess, and treat people. I comment on these developments and the contributions to this special series, focusing on how they speak to new directions and challenges for the future of CBT. Discoveries about mind, brain, and behavior that…

  16. Efficacy of technology-delivered cognitive behavioural therapy for OCD versus control conditions, and in comparison with therapist-administered CBT: meta-analysis of randomized controlled trials.

    PubMed

    Dèttore, Davide; Pozza, Andrea; Andersson, Gerhard

    2015-01-01

    Cognitive behavioural therapy (CBT) is a well-established treatment for obsessive-compulsive disorder (OCD). However, few patients receive CBT, due to factors such as geographic limitations, perceived stigmatization, and lack of CBT services. Technology-delivered cognitive behavioural therapy (T-CBT) could be an effective strategy to improve patients' access to CBT. To date, a meta-analysis on the effectiveness of T-CBT for OCD has not been conducted. This study used meta-analytic techniques to summarize evidence on the efficacy of T-CBT for OCD versus control conditions and therapist-administered CBT. A meta-analysis according to Prisma guidelines was conducted on randomized controlled trials (RCTs) of T-CBT for OCD. Treatment was classified as T-CBT if evidence-based CBT active ingredients for OCD were included (psychoeducation, ERP, and cognitive restructuring), delivered through health technologies (e.g. self-help books, leaflets, and other forms of bibliotherapy) or remote communication technologies (e.g. the Internet, web-cameras, telephones, telephone-interactive voice response systems, and CD-ROMS). Studies using validated outcomes for OCD or depression were included. Eight trials were included (N = 420). Two trials were classified as at high risk of bias. T-CBT seemed to be superior to control conditions on OCD symptom outcomes at post-treatment (d = 0.82, 99% CI = 0.55-1.08, p = 0.001), but not on comorbid depression (d = 0.33, 99% CI = - 0.01-0.67, p = 0.020). Difference in the efficacy on OCD symptoms between T-CBT and therapist-administered CBT was not significant, despite a trend favouring therapist-administered CBT emerged (d = 0.45, 95% CI = 0.03-0.87, p = 0.033). Directions for research are discussed. Further RCTs are warranted to examine the efficacy of T-CBT for OCD.

  17. Mapping a competency-based surgical curriculum in urology: Agreement (and discrepancies) in the Canadian national opinion

    PubMed Central

    Rourke, Keith Francis; MacNeily, Andrew E.

    2016-01-01

    Introduction: Urology residency training in Canada is quickly evolving from a time-based to a competency-based model. We aim to better define core surgical competencies that would comprise a surgical curriculum and assess any discrepancies in opinion nationally. Methods: A web-based survey was validated and sent to the 536 practicing members of the Canadian Urological Association (CUA) in August and October 2014. The survey consisted of questions regarding practice demographics, fellowship training, and evaluated the 76 most common urological procedures (using a five-point Likert scale) in the context of the question, “After completion of residency training in Canada a urologist should be proficient in…” A core procedure was defined as one for which there was ≥75% agreement. Descriptive statistics and non-parametric testing were used to summarize the findings. Results: A total of 138 urologists completed the survey (25.7% response rate) with representation from all geographic regions. Respondents included 40.6% community and 59.4% academic urologists. The survey identified 16 procedures with 90–100% agreement and a total of 30 core procedures with ≥75% agreement. When comparing community and academic urologists, there was statistically significant disagreement on 27 procedures, including 11 core procedures, most notably cystectomy (88.5% agreement vs. 67.1%; p=0.002), open pyeloplasty (84.6% vs. 65.8%; p=0.04), simple prostatectomy (78.9% vs. 69.7%; p=0.03), perineal urethrostomy (80.8% vs. 67.1%; p=0.02), open radical prostatectomy (96.1% vs. 80.3%; p=0.007), and Boari flap (90.4% vs. 76.3%; p=0.004). Regional discrepancies were also found, demonstrating eight procedures deemed uniquely core and three core procedures deemed less important regionally. Conclusions: This national survey has provided some consensus on 30 procedures that should comprise a core surgical curriculum in urology. However, there are some key differences of opinion (most notably

  18. Development and Implementation of Health and Wellness CBT for Individuals with Depression and HIV

    PubMed Central

    Kennard, B.; Brown, L.; Hawkins, L.; Risi, A.; Radcliffe, J.; Emslie, G.; Mayes, T.; King, J.; Foxwell, A.; Buyukdura, J.; Bethel, J.; Naar-King, S.; Xu, J.; Lee, S.; Garvie, P.; London, C.; Tanney, M.; Thornton, S.

    2014-01-01

    Rates of depression are reported to be between 22–33% in adults with HIV, which is double that of the general population. Depression negatively affects treatment adherence and health outcomes of those with medical illnesses. Further, it has been shown in adults that reducing depression may improve both adherence and health outcomes. To address the issues of depression and non-adherence, Health and Wellness (H&W) Cognitive Behavioral Therapy (CBT) and medication management (MM) treatment strategies have been developed specifically for youth living with both HIV and depression. H&W CBT is based on other studies with uninfected youth and upon research on adults with HIV. H&W CBT uses problem-solving, motivational interviewing, and cognitive-behavioral strategies to decrease adherence obstacles and increase wellness. The intervention is delivered in 14 planned sessions over a 6-month period, with three different stages of CBT. This paper summarizes the feasibility and acceptability data from an open depression trial with 8 participants, 16–24 years of age, diagnosed with HIV and with a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnosis of depression, conducted at two treatment sites in the Adolescent Trials Network (ATN). Both therapists and subjects completed a Session Evaluation Form (SEF) after each session, and results were strongly favorable. Results from The Quick Inventory of Depressive Symptomatology-Clinician (QIDS-C) also showed noteworthy improvement in depression severity. A clinical case vignette illustrates treatment response. Further research will examine the use of H&W CBT in a larger trial of youth diagnosed with both HIV and depression. PMID:24795524

  19. Development and Implementation of Health and Wellness CBT for Individuals with Depression and HIV.

    PubMed

    Kennard, B; Brown, L; Hawkins, L; Risi, A; Radcliffe, J; Emslie, G; Mayes, T; King, J; Foxwell, A; Buyukdura, J; Bethel, J; Naar-King, S; Xu, J; Lee, S; Garvie, P; London, C; Tanney, M; Thornton, S

    2014-05-01

    Rates of depression are reported to be between 22-33% in adults with HIV, which is double that of the general population. Depression negatively affects treatment adherence and health outcomes of those with medical illnesses. Further, it has been shown in adults that reducing depression may improve both adherence and health outcomes. To address the issues of depression and non-adherence, Health and Wellness (H&W) Cognitive Behavioral Therapy (CBT) and medication management (MM) treatment strategies have been developed specifically for youth living with both HIV and depression. H&W CBT is based on other studies with uninfected youth and upon research on adults with HIV. H&W CBT uses problem-solving, motivational interviewing, and cognitive-behavioral strategies to decrease adherence obstacles and increase wellness. The intervention is delivered in 14 planned sessions over a 6-month period, with three different stages of CBT. This paper summarizes the feasibility and acceptability data from an open depression trial with 8 participants, 16-24 years of age, diagnosed with HIV and with a Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) diagnosis of depression, conducted at two treatment sites in the Adolescent Trials Network (ATN). Both therapists and subjects completed a Session Evaluation Form (SEF) after each session, and results were strongly favorable. Results from The Quick Inventory of Depressive Symptomatology-Clinician (QIDS-C) also showed noteworthy improvement in depression severity. A clinical case vignette illustrates treatment response. Further research will examine the use of H&W CBT in a larger trial of youth diagnosed with both HIV and depression.

  20. Paediatric Obsessive-Compulsive Disorder and Depressive Symptoms: Clinical Correlates and CBT Treatment Outcomes.

    PubMed

    Brown, H M; Lester, K J; Jassi, A; Heyman, I; Krebs, G

    2015-07-01

    Depression frequently co-occurs with paediatric obsessive-compulsive disorder (OCD), yet the clinical correlates and impact of depression on CBT outcomes remain unclear. The prevalence and clinical correlates of depression were examined in a paediatric specialist OCD-clinic sample (N = 295; Mean = 15 [7 - 18] years, 42 % female), using both dimensional (Beck Depression Inventory-youth; n = 261) and diagnostic (Development and Wellbeing Assessment; n = 127) measures of depression. The impact of depressive symptoms and suspected disorders on post-treatment OCD severity was examined in a sub-sample who received CBT, with or without SSRI medication (N = 100). Fifty-one per-cent of patients reported moderately or extremely elevated depressive symptoms and 26 % (95 % CI: 18 - 34) met criteria for a suspected depressive disorder. Depressive symptoms and depressive disorders were associated with worse OCD symptom severity and global functioning prior to CBT. Individuals with depression were more likely to be female, have had a psychiatric inpatient admission and less likely to be attending school (ps < 0.01). OCD and depressive symptom severity significantly decreased after CBT. Depressive symptoms and depressive disorders predicted worse post-treatment OCD severity (βs = 0.19 and 0.26, ps < 0.05) but became non-significant when controlling for pre-treatment OCD severity (βs = 0.05 and 0.13, ns). Depression is common in paediatric OCD and is associated with more severe OCD and poorer functioning. However, depression severity decreases over the course of CBT for OCD and is not independently associated with worse outcomes, supporting the recommendation for treatment as usual in the presence of depressive symptoms.

  1. Competencies: The Competencies Debate in Australian Education and Training.

    ERIC Educational Resources Information Center

    Collins, Cherry, Ed.

    Competencies are the focal concept in the world of education and training in Australia at this moment in 1993. This book is a collection of papers and has three purposes. First, it aims to provide basic information about education and training. Second, the book aims to explore something of what competency-based education and training looks like in…

  2. Cognitive behaviour therapy for generalized anxiety disorder: Is CBT equally efficacious in adults of working age and older adults?

    PubMed

    Kishita, Naoko; Laidlaw, Ken

    2017-03-01

    The current meta-analysis compared the efficacy of CBT for GAD between adults of working age and older people. In addition, we conducted a qualitative content analysis of treatment protocols used in studies with older clients to explore potential factors that may enhance treatment outcomes with this particular client group. Applying the inclusion criteria resulted in the identification of 15 studies with 22 comparisons between CBT and control groups (770 patients). When examining overall effect sizes for CBT for GAD between older people and adults of working age there were no statistically significant differences in outcome. However, overall effect size of CBT for GAD was moderate for older people (g=0.55, 95% CI 0.22-0.88) and large for adults of working age (g=0.94, 95% CI 0.52-1.36), suggesting that there is still room for improvement in CBT with older people. The main difference in outcome between CBT for GAD between the two age groups was related to methodological quality in that no older people studies used an intention-to-treat design. The content analysis demonstrated that studies with older clients were conducted according to robust CBT protocols but did not take account of gerontological evidence to make them more age-appropriate.

  3. Competence-Based Analysis of Needs in VET Teachers and Trainers: An Italian Experience

    ERIC Educational Resources Information Center

    Sartori, Riccardo; Tacconi, Giuseppe; Caputo, Beniamino

    2015-01-01

    Purpose: The aim of the research presented here was to detect, in line with the European Union's "Education and Training 2020" work program, the training needs of teachers and trainers working in the vocational education and training (VET) system in the Italian Region of Veneto to design courses, experiences and other training programs…

  4. Affect Regulation Training (ART) for Alcohol Use Disorders: Development of a Novel Intervention for Negative Affect Drinkers

    PubMed Central

    Stasiewicz, Paul R.; Bradizza, Clara M.; Schlauch, Robert C.; Coffey, Scott F.; Gulliver, Suzy B.; Gudleski, Gregory; Bole, Christopher W.

    2013-01-01

    Although negative affect is a common precipitant of alcohol relapse, there are few interventions for alcohol dependence that specifically target negative affect. In this Stage 1a/1b treatment development study, several affect regulation strategies (e.g., mindfulness, prolonged exposure, distress tolerance) were combined to create a new treatment supplement called Affect Regulation Training (ART), which could be added to enhance Cognitive-Behavioral Therapy (CBT) for alcohol dependence. A draft therapy manual was given to therapists and treatment experts before being administered to several patients who also provided input. After two rounds of manual development (Stage 1a), a pilot randomized clinical trial (N = 77) of alcohol-dependent outpatients who reported drinking often in negative affect situations was conducted (Stage 1b). Participants received 12-weekly, 90-minute sessions of either CBT for alcohol dependence plus ART (CBT + ART) or CBT plus a healthy lifestyles control condition (CBT + HLS). Baseline, end-of-treatment, and 3- and 6-month posttreatment interviews were conducted. For both treatment conditions, participant ratings of treatment satisfaction were high, with CBT + ART rated significantly higher. Drinking outcome results indicated greater reductions in alcohol use for CBT + ART when compared to CBT + HLS, with moderate effect sizes for percent days abstinent, drinks per day, drinks per drinking day, and percent heavy drinking days. Overall, findings support further research on affect regulation interventions for negative affect drinkers. PMID:23876455

  5. Competency-based medical education and scholarship: Creating an active academic culture during residency.

    PubMed

    Bourgeois, James A; Hategan, Ana; Azzam, Amin

    2015-10-01

    The competency-based medical education movement has been adopted in several medical education systems across the world. This has the potential to result in a more active involvement of residents in the educational process, inasmuch as scholarship is regarded as a major area of competency. Substantial scholarly activities are well within the reach of motivated residents, especially when faculty members provide sufficient mentoring. These academically empowered residents have the advantage of early experience in the areas of scholarly discovery, integration, application, and teaching. Herein, the authors review the importance of instituting the germinal stages of scholarly productivity in the creation of an active scholarly culture during residency. Clear and consistent institutional and departmental strategies to promote scholarly development during residency are highly encouraged.

  6. Student perspectives on assessment: experience in a competency-based portfolio system.

    PubMed

    Altahawi, Faysal; Sisk, Bryan; Poloskey, Stacey; Hicks, Caitlin; Dannefer, Elaine F

    2012-01-01

    Despite considerable evidence recognizing the importance of learners' perceptions of the assessment process, there is little literature depicting the participants' experience. We aim to capture these perceptions in order to gain insights into the strengths and weaknesses of a competency-based assessment system. Cleveland Clinic Lerner College of Medicine has implemented a learner-centered portfolio assessment system built around competency standards and continuous formative feedback. Promotion of students is based upon their feedback-supported portfolio essays, but feedback itself is individualized and formative in nature under the umbrella of the competencies. Importantly, there are no grades or ranking awarded for the competencies or at promotion. Four students share personal reflections of their experience to illuminate themes from the subjective experience of the learner and to understand how to align the learners' interests with the requirements of an assessment program.

  7. A Computer-Based Training System for American Antique Chair Styles.

    ERIC Educational Resources Information Center

    See, Maha

    A computer-based training (CBT) system was designed to train learners to recognize six styles of 18th century American antique chairs. The project consisted of five phases. The first phase consisted of a needs analysis to determine the training needs for the target population. Three groups of learners were identified: antique sales personnel,…

  8. Designing the framework for competency-based master of public health programs in India.

    PubMed

    Sharma, Kavya; Zodpey, Sanjay; Morgan, Alison; Gaidhane, Abhay; Syed, Zahiruddin Quazi; Kumar, Rajeev

    2013-01-01

    Competency in the practice of public health is the implicit goal of education institutions that offer master of public health (MPH) programs. With the expanding number of institutions offering courses in public health in India, it is timely to develop a common framework to ensure that graduates are proficient in critical public health. Steps such as situation assessment, survey of public health care professionals in India, and national consultation were undertaken to develop a proposed competency-based framework for MPH programs in India. The existing curricula of all 23 Indian MPH courses vary significantly in content with regard to core, concentration, and crosscutting discipline areas and course durations. The competency or learning outcome is not well defined. The findings of the survey suggest that MPH graduates in India should have competencies ranging from monitoring of health problems and epidemics in the community, applying biostatistics in public health, conducting action research, understanding social and community influence on public health developing indicators and instruments to monitor and evaluate community health programs, developing proposals, and involving community in planning, delivery, and monitoring of health programs. Competency statements were framed and mapped with domains including epidemiology, biostatistics, social and behavioral sciences, health care system, policy, planning, and financing, and environmental health sciences and a crosscutting domain that include health communication and informatics, health management and leadership, professionalism, systems thinking, and public health biology. The proposed competency-based framework for Indian MPH programs can be adapted to meet the needs of diverse, unique programs. The framework ensures the uniqueness and diversity of individual MPH programs in India while contributing to measures of overall program success.

  9. Milestones and Millennials: A Perfect Pairing-Competency-Based Medical Education and the Learning Preferences of Generation Y.

    PubMed

    Desy, Janeve R; Reed, Darcy A; Wolanskyj, Alexandra P

    2017-02-01

    Millennials are quickly becoming the most prevalent generation of medical learners. These individuals have a unique outlook on education and have different preferences and expectations than their predecessors. As evidenced by its implementation by the Accreditation Council for Graduate Medical Education in the United States and the Royal College of Physicians and Surgeons in Canada, competency based medical education is rapidly gaining international acceptance. Characteristics of competency based medical education can be perfectly paired with Millennial educational needs in several dimensions including educational expectations, the educational process, attention to emotional quotient and professionalism, assessment, feedback, and intended outcomes. We propose that with its attention to transparency, personalized learning, and frequent formative assessment, competency based medical education is an ideal fit for the Millennial generation as it realigns education and assessment with the needs of these 21st century learners.

  10. Towards an Epistemically Neutral Curriculum Model for Vocational Education: From Competencies to Threshold Concepts and Practices

    ERIC Educational Resources Information Center

    Hodge, Steven; Atkins, Liz; Simons, Michele

    2016-01-01

    Debate about the benefits and problems with competency-based training (CBT) has not paid sufficient attention to the fact that the model satisfies a unique, contemporary demand for cross-occupational curriculum. The adoption of CBT in the UK and Australia, along with at least some of its problems, can be understood in terms of this demand. We…

  11. Competency-Based Curriculum for Articulated Programs in Air Conditioning/Refrigeration. A Study for the Articulation of Competency-Based Curricula for the Coordination of Vocational-Technical Education Programs in Louisiana. Final Report. Volume II.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    The curriculum guide for air conditioning/refrigeration is one of five guides written and field tested in a project to develop statewide articulated competency-based curricula in selected vocational education programs. Two separate curricula, one for the vocational-technical level and one for the associate degree level, are presented. The six…

  12. Competency-Based Curriculum for Articulated Programs in Drafting. A Study for the Articulation of Competency-Based Curricula for the Coordination of Vocational-Technical Education Programs in Louisiana. Final Report. Volume III.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    The curriculum guide for drafting occupations is one of five guides written and field tested in a project to develop statewide articulated competency-based curricula in selected vocational education programs. Contents of the guide are divided into eight curriculum levels, and students should be able to enter the program at the appropriate level of…

  13. Training Counselors to Work Competently with Individuals and Families with Health and Mental Health Issues

    ERIC Educational Resources Information Center

    Sperry, Len

    2012-01-01

    A paradigm shift is underway in the training of professional counselors. It involves a shift in orientation from an input-based or traditional model of training to an outcomes-based or competency-based model of training. This article provides a detailed description of both input-based and outcomes-based training and instructional methods. It…

  14. Moderators of intensive CBT for adolescent panic disorder: the of fear and avoidance

    PubMed Central

    Elkins, R. Meredith; Gallo, Kaitlin P.; Pincus, Donna B.; Comer, Jonathan S.

    2015-01-01

    Background Research supports the efficacy of intensive cognitive behavioral therapy (CBT) for the treatment of adolescent panic disorder with or without agoraphobia (PDA). However, little is known about the conditions under which intensive treatment is most effective. The current investigation examined the moderating roles of baseline fear and avoidance in the intensive treatment of adolescent PDA. Methods Adolescents with PDA (ages 11–17; N = 54) were randomized to either an intensive CBT treatment (n = 37) or a waitlist control condition (n = 17). PDA diagnosis, symptom severity, and number of feared and avoided situations were assessed at baseline and 6-week post-treatment/post-waitlist. Hierarchical regression analyses examined the relative contributions of treatment condition, number of baseline feared or avoided situations, and their interactions in the prediction of post-treatment/waitlist PDA symptoms. Results The main effect of intensive CBT on post-treatment PDA symptoms was not uniform across participants, with larger treatment effects found among participants with lower, relative to higher, baseline levels of fear and avoidance. Conclusions Findings help clarify which adolescents suffering with PDA may benefit most from an intensive treatment format. PMID:26929742

  15. Dynamic Relationships of Therapist Alliance and Group Cohesion in Transdiagnostic Group CBT for Anxiety Disorders

    PubMed Central

    Norton, Peter J.; Kazantzis, Nikolaos

    2015-01-01

    Objective Little is known about the temporal variability of the alliance-symptom change and cohesion-symptom change relationships over the course of group therapy. These questions were examined in a sample of 373 clients receiving a transdiagnostic cognitive behavior therapy (tCBT), which culled the principle research-supported mechanisms of change for anxiety disorders. Method We examined relationships between the client versions of the Working Alliance Inventory and Group Cohesion Scale in predicting subsequent symptom change, as assessed by the state scale of the State-Trait Anxiety Inventory. Results Alliance and cohesion were significant predictors of next session anxiety scores. The alliance was consistently associated with anxiety symptoms (rs = −.152 to −.198, ps < .05), but cohesion only showed significant relationships with anxiety symptoms at sessions 8 and 10 (Session 8, r = −.233, p = .020, and 10, r = −.236, p = .027). Alliance-anxiety relations remained constant, whereas cohesion-anxiety relations substantially increased from earlier to later sessions. Discussion Differences that were obtained in the relation of alliance and cohesion with anxiety symptoms suggests that these processes have different roles within group tCBT. If replicated, the present findings would suggest that the dynamic relationships between alliance and cohesion and symptoms within group CBT for anxiety disorders have been an important omission in process-outcome studies. PMID:26689305

  16. Combined MI + CBT for Depressive Symptoms and Binge Drinking Among Young Adults: Two Case Studies

    PubMed Central

    Pedrelli, Paola; Borsari, Brian; Palm, Kathleen M.; Dalton, Elizabeth; Fava, Maurizio

    2014-01-01

    There are high rates of comorbidity between heavy drinking and depressive symptoms among college students, often resulting in severe alcohol-related consequences. No empirically supported treatment exists that concurrently addresses both of these problems in this population. Research with college students has demonstrated that brief motivational interventions (BMIs) reduce heavy drinking and alcohol-related consequences, and that cognitive behavioral therapy for depression (CBT-D) is effective in reducing depressive symptoms. Thus, a program combining BMI and CBT-D appears ideal for college students with co-occurring binge drinking and depressive symptoms. This manuscript presents the rationale and format of a BMI + CBT-D treatment protocol for this population, and provides a case example of a female college student who received the protocol and experienced improvement in depressive symptoms, a reduction in alcohol use and alcohol-related negative consequences, and an increase in readiness to change alcohol consumption. We discuss theoretical and clinical implications of these findings, and suggest directions for future research. PMID:25170188

  17. The compartment bag test (CBT) for enumerating fecal indicator bacteria: Basis for design and interpretation of results.

    PubMed

    Gronewold, Andrew D; Sobsey, Mark D; McMahan, Lanakila

    2017-06-01

    For the past several years, the compartment bag test (CBT) has been employed in water quality monitoring and public health protection around the world. To date, however, the statistical basis for the design and recommended procedures for enumerating fecal indicator bacteria (FIB) concentrations from CBT results have not been formally documented. Here, we provide that documentation following protocols for communicating the evolution of similar water quality testing procedures. We begin with an overview of the statistical theory behind the CBT, followed by a description of how that theory was applied to determine an optimal CBT design. We then provide recommendations for interpreting CBT results, including procedures for estimating quantiles of the FIB concentration probability distribution, and the confidence of compliance with recognized water quality guidelines. We synthesize these values in custom user-oriented 'look-up' tables similar to those developed for other FIB water quality testing methods. Modified versions of our tables are currently distributed commercially as part of the CBT testing kit.

  18. Digital Badges for Teacher Mastery: An Exploratory Study of a Competency-Based Professional Development Badge System. CCT Reports

    ERIC Educational Resources Information Center

    Diamond, James; Gonzalez, Pilar Carmina

    2014-01-01

    This study contributes knowledge about how a digital badge system integrated into an online, subject-matter-specific, and competency-based professional development (PD) program affected teachers' experiences with and perceptions of the program activities. The report presents findings from a one-year exploratory study of an online PD program, and…

  19. Home Economics Education. Teacher Handbook. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

    This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of home economics education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how…

  20. A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction

    ERIC Educational Resources Information Center

    Oyao, Sheila G.; Holbrook, Jack; Rannikmäe, Miia; Pagunsan, Marmon M.

    2015-01-01

    This article proposes a competence-based learning framework for science teaching, applied to the study of "big ideas", in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward…

  1. Competency-Based Education in Three Pilot Programs: What It Is, How It's Implemented, and How It's Working. Brief

    ERIC Educational Resources Information Center

    Steele, Jennifer L.; Lewis, Matthew W.; Santibanez, Lucrecia; Faxon-Mills, Susannah; Rudnick, Mollie; Stecher, Brian M.; Hamilton, Laura S.

    2014-01-01

    In 2011, the Bill & Melinda Gates Foundation extended grants to three educational organizations working to develop or enhance competency-based approaches in large, urbanized school systems. The grant initiative, called Project Mastery, funded the development of technology-enhanced tools, including curriculum materials and online learning…

  2. Trade and Industrial Education. Teacher Handbook. Vocational Education. Grades 9-12. North Carolina Competency-Based Curriculum.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

    This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of trade and industrial education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that…

  3. Competency-Based Approach to Education in International Documents and Theoretical Researches of Educators in Great Britain

    ERIC Educational Resources Information Center

    Voloshina-Pala, Olga

    2013-01-01

    Modern educators consider that the acquiring of important-for-life competencies can give an individual the opportunities to orient in a modern society, informational space, changing development of labour and post-graduation education. Competency-based approach became a new conceptual orientation of schools in foreign countries and causes a number…

  4. Medical Office Receptionist/Assistant. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gorman, Dolores

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  5. Development of Instructional Resource Guides for Competency-Based Education in Selected Industrial Arts Areas. Final Report.

    ERIC Educational Resources Information Center

    Thomas Nelson Community Coll., Hampton, VA.

    A project was conducted in Virginia to develop a coordinated, articulated, competency-based curriculum for selected industrial arts areas from an identified common core of competencies. The competencies would include a set of performance objectives, a set of criterion-referenced measures, and a set of instructional resource guides in the…

  6. Teaching and Learning in a Competence-Based Curriculum: The Case of Four Secondary Schools in England

    ERIC Educational Resources Information Center

    Byrne, Jenny; Downey, Christopher; Souza, Ana

    2013-01-01

    This article focuses on four case study schools that have adopted innovative competence-based curriculum (CBC) projects in Year 7 for a variety of educational and social reasons. The article discusses the issues and challenges posed by the CBC for teachers in the daily life of the classroom. Philosophical ideas about the purpose of education vary…

  7. Development of Competency-Based Articulated Automotive Program. Big Bend Community College and Area High Schools. Final Report.

    ERIC Educational Resources Information Center

    Buche, Fred; Cox, Charles

    A competency-based automotive mechanics curriculum was developed at Big Bend Community College (Washington) in order to provide the basis for an advanced placement procedure for high school graduates and experienced adults through a competency assessment. In order to create the curriculum, Big Bend Community College automotive mechanics…

  8. State Policies to Support Competency-Based Education for Overage, Under-Credited Students. Ask the CCRS Center

    ERIC Educational Resources Information Center

    Tomasello, Jenna; Brand, Betsy

    2016-01-01

    How can states ensure that students who are overage or under-credit (OA/UC) not only graduate high school but are prepared for college or the workforce? Competency-based education (CBE) is one emerging strategy for addressing the needs of at-risk youth. CBE can address the needs of at-risk students because it is personalized to individual…

  9. Accounting Technology Associate Degree. Louisiana Technical Education Program and Course Standards. Competency-Based Postsecondary Curriculum Outline from Bulletin 1822.

    ERIC Educational Resources Information Center

    Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

    This document outlines the curriculum of Louisiana's accounting technology associate degree program, which is a 6-term (77-credit hour) competency-based program designed to prepare students for employment as accounting technicians providing technical administrative support to professional accountants and other financial management personnel.…

  10. Teaching Eighteenth-Century Poetic Satire with a Competency-Based Approach: Jonathan Swift and Lady Mary Wortley Montagu

    ERIC Educational Resources Information Center

    Modia, María Jesús Lorenzo; Álvarez, Begoña Lasa

    2011-01-01

    The purpose of this essay is to analyse the teaching of literature with a competency-based approach. This is exemplified by means of a thorough study of a poetic duel between two relevant eighteenth-century writers, Jonathan Swift and Lady Mary Wortley Montagu, and more specifically, by means of the satires entitled respectively "The Lady's…

  11. Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Felice, Michael

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  12. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Salvatore, Gerald

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  13. Commercial Photography and Television Production. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Zelenak, John

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  14. Exploring Competence Based Education (CBE) in Rural Secondary Schools in Tanzania: English Language Teachers' Conceptions and Experiences

    ERIC Educational Resources Information Center

    Lukindo, Jesse John

    2016-01-01

    This study aimed at getting an insight on the implementation of Competence Based Education in Tanzania (CBE) in Tanzania. A study was conducted in Changchun, Jilin in China due to limited time the researcher had. The study was guided by the following research objective; specifically this study did the following; to assess the knowledge that rural…

  15. Competency-Based Teacher Education (C.B.T.E.): A Basic Strategy to Educational Improvement Worldwide.

    ERIC Educational Resources Information Center

    Sobeih, Nabil Ahmed Amer

    Competency Based Teacher Education (CBTE) is examined as a means of providing a systematic approach to handling educational complexity which will lead to modernizing teacher education. Analysis and discussion are offered on: (1) what CBTE consists of and how it functions; (2) CBTE as an educational reform movement in the United States; (3)…

  16. Continuing Professional Development Needs of Teachers in Schools for Competence-Based Vocational Education: A Case Study from The Netherlands

    ERIC Educational Resources Information Center

    Seezink, Audrey; Poell, Rob F.

    2010-01-01

    Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and…

  17. Towards Competence-Based Practices in Vocational Education -- What Will the Process Require from Teacher Education and Teacher Identities?

    ERIC Educational Resources Information Center

    Nissilä, Säde-Pirkko; Karjalainen, Asko; Koukkari, Marja; Kepanen, Pirkko

    2015-01-01

    Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems…

  18. Military Student Attitudes Toward American Preparatory Institute and Competency-Based, Continuous-Progress Instruction. Research Study.

    ERIC Educational Resources Information Center

    Summers, Barbara Stodghill

    Based on surveys of military student attitudes toward American Preparatory Institute (API), the study provided information about competency-based, continuous-progress high school level instruction at API, a private high school for military adults. Students were predominantly male enlisted military personnel, the mean age was approximately 20…

  19. Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements

    ERIC Educational Resources Information Center

    Chang, Chi-Cheng

    2006-01-01

    This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the…

  20. Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Hardman, Thomas

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…